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BV  1523  .E9  B76  1916 
Brown,  William  A. 
The  why  and  how  of  missions 
in  the  Sunday-school 


The  Why  and  How  of  Missions 
In  the  Sunday-School 


The  Why  and  How 

of 

Missions  in  the  Sunday-School 


By  y 

WILLIAM  A.  BROWN 

Missionary  Superintendent  International  Sunday 
School  Association 

Introduction  by  h  B  2  ( 

MARION  LAWRANCE 


New  York  Chicago  Toronto 

Fleming     H.    Revell     Company 

London  and  Edinburgh 


Copyright,  19 16,  by 
FLEMING  H.  REVELL  COMPANY 


New  York:  158  Fifth  Avenue 
Chicago:  17  North  Wabash  Ave. 
Toronto:  25  Richmond  Street,  W. 
London:  21  Paternoster  Square 
Edinburgh:      100    Princes    Street 


Introduction 

"  "1^  "T^  information,  no  inspiration."  With- 
I  ^^^      out  a  doubt,  the  greatest  barrier  to  the 

Jl  ^  missionary  propaganda  of  the  church  is 
lack  of  information.  If  there  could  be  placed  before 
the  churches  to-day  a  living  demonstration  of  the 
methods,  value,  and  benefits  of  missionary  work  in 
foreign  lands,  there  would  be  no  shortage  of  money 
nor  of  volunteers  with  which  to  carry  it  on.  The 
churches  that  know  most  about  missions  are  the 
churches  that  do  the  most.  It  is  very  rare  for  mis- 
sionary volunteers  to  come  from  churches  where 
there  exists  any  great  degree  of  apathy  on  the  subject. 

The  chief  reason,  doubtless,  for  the  lack  of  interest 
in  missions,  is  that  the  membership  of  the  church 
were  not,  in  their  youth,  given  a  missionary  vision. 
It  is  worthy  of  note  that  a  very  large  proportion  of 
the  missionaries  got  their  vision  in  their  youth. 
One  generation  of  boys  and  girls  trained  up  in  the 
Sunday-school  with  an  adequate  knowledge  of  the 
great  onward  movements  of  the  church  throughout 
the  world  and  the  victories  of  the  Cross  in  heathen 
lands,  would  see  to  it  that  every  available  field  was 
fully  manned  and  that  there  was  money  enough  to 
carry  on  the  work  as  it  should  be  carried  on. 

This  is  a  timely  book.  Its  title  describes  its  scope 
and  purpose.  It  comes  out  of  the  warm  heart  of  a 
man  whose  every  drop  of  blood  tingles  with  mission - 

5 


6  Introduction 

ary  zeal.  Dr.  Brown  and  his  wife  were  missionaries 
for  some  years  to  the  Pampangaus  in  the  Philippine 
Islands,  and,  the  truth  is,  their  hearts  are  there  still, 
and  they  would  be  if  they  could. 

No  Sunday-school  can  follow  the  outlines  laid 
down  in  this  little  book  and  give  worthy  attention  to 
the  missionary  theme,  without  getting  a  great  bless- 
ing in  increased  zeal  for  the  Kingdom  and  desire  to 
have  a  larger  part  in  the  missionary  enterprises  of 
the  world.  Missions,  in  the  best  sense,  are  not  a  de- 
partment of  church  work ;  missions  constitute  the 
sum  total  of  the  churches  responsibility. 

Mabion  Lawkance. 


Contents 

I.  Three  Great  Superlatives  . 

II.  Sunday-School  Missionary  Aims 

III.  The  Missionary  Organization  of 

THE  Sunday-School 

IV.  Missionary  Leaders  in  Training 

V.  Prayer  and  Missions 

VI.  The  Aims  in  Missionary  Education 

VII.  Missionary  Education  in  the  Sun 

day-School   .... 

VIII.  Additional     Methods     in     Mis 

sioNARY  Education 

IX.  Missionary  Atmosphere 

X.  Suggestive  Ways  of  Working 

XI.  Missionary  Days     . 

XII.  Missionary  Programs    . 

XIII.  The  Missionary  Library 

XIV.  Christian   Giving   and   Definite 

Missionary  Support    . 

XV.  Missionary  Service 

XVI.  Missionary     Service     and    the 

Christian  Life    . 

XVTI.      Recruiting       .... 
XVIII.    Missionary  Books  . 


9 

16 

20 
27 
32 
39 

44 

51 
61 
65 

72 
77 
84 

88 
96 

102 
108 
114 


I 

THEEE  GEEAT  SUPERLATIVES 

FIEST.  The  Church  is  the  Greatest  Institution 
in  the  World. 
The  Church  is  the  greatest  institution  in 
the  world  because  it  is  founded  upon  the  faith  and 
the  testimony  of  the  Apostles  and  the  Prophets — 
Jesus  Christ  Himself  being  the  chief  corner-stone. 
The  Church  is  the  pillar  and  the  ground  of  the  truth 
— the  body  of  Christ — the  bride  of  the  Lamb.  Be- 
lievers in  Christ  are  now  members  of  the  Church 
militant :  they  shall  some  day  be  members  of  the 
Church  triumphant,  which  is  without  spot,  or  wrin- 
kle, or  any  such  thing. 

Second.  The  Sunday-school  is  the  Greatest  Or- 
ganization of  the  Church. 

The  Sunday-school  is  the  greatest  organization  of 
the  Church  because  it  is  an  organization  to  which 
everybody  can  belong.  In  its  plan  of  organization 
and  in  its  fellowship  of  service  there  is  a  place  for 
every  one.  The  Sunday-school  is  the  greatest  evan- 
gelizing agency  of  the  Church,  since  in  its  member- 
ship there  is  room  for  all,  and,  by  reason  of  the 
freedom  of  its  organization,  it  can  be  adapted  to  meet 
varying  conditions.  The  Sunday-school  is  the  most 
productive  organization  of  the  Church,  being  exceed- 
ingly fruitful  in  definite  decisions  for  Christ.  From 
its  numbers  in  large  measure  come  the  candidates 

9 


10         The  Why  and  How  of  Missions 

for  church  membership,  as  well  as  the  dependable 
leaders  of  the  Church.  The  Sunday-school  has 
long  been  recognized  as  the  teaching  service  of  the 
Church  :  it  is  now  the  training  center  of  the  Church 
as  well. 

Third.  The  Missionary  Enterprise  is  the  Greatest 
Movement  of  the  Church  and  Sunday-school. 

Missions  is  Christianity  in  earnest.  In  the  mis- 
sionary enterprise  alone  we  find  the  Christian  pos- 
sessed with  the  passion  of  Christ  for  the  saving  of  a 
lost  world.  Apostolic  missions  do  not  stand  alone 
in  singular  achievements.  Modern  missions  record 
many  notable  victories  which  were  gained  by  these 
later  and  obedient  followers  of  the  Christ.  Nations 
have  been  newly  born  in  the  lifetime  of  a  single 
missionary.  On  a  certain  day  the  members  of  one 
foreign  mission  station  baptized  more  Christian  be- 
lievers than  there  were  converts  to  Jesus  on  the  first 
Pentecost. 

The    present    missionary  situation  is  a  supreme 
challenge  to  the  Sunday-school.     The  world  to-day 
lies  open  to  the  proclamation  of  the 
Present  missionary     ^^  ^^  message.     The  people  of  the 
situation — a  dial"         ,        ,  1,1     i.    ^.t.       i   ^  i.-^ 

1        *   *i-   c  planet  are  accessible  to  the  glad  tid- 

lenge  to  the  Sun-      ^  ° 

day-school  i^g^  of  great  joy.     There  are  now  no 

insuperable  barriers  to  the  swift 
evangelization  of  the  world.  The  missionaries  have 
mastered  the  major  languages  of  all  the  various 
nationalities.  All  the  reading  nations  of  the  world 
now  have  the  everlasting  Gospel  translated  into  the 
tongues  wherein  they  were  born.  The  individual 
customs  of  the  races  of  men  are  largely  understood — 
for  the  missionaries  are  no  longer  strangers  in  any 


In  the  Sunday-School  11 

important  land.  A  known  world,  accessible  people, 
mastered  languages,  and  understood  customs  present 
such  a  missionary  challenge  to  the  Sunday-school  as 
it  were  cowardly  in  the  extreme  not  to  face,  and 
treasonable  on  its  part  not  to  meet. 

Then  recent  missionary  successes  present  an  even 
greater  challenge  to  the  Sunday-school.  The  first  cen- 
tury of  the  modern  missionary  move- 
Missionary  sue-  ^^^^  marked  the  marvellous  ingath- 
cesses — a  greater 
challenge  ering  of  a  million  souls,  while  the  first 

ten  years  of  the  second  century  saw 
that  vast  multitude  nearly  trebled.  The  heroic  char- 
acter of  these  native  converts,  tested  by  the  fiery  trials 
of  fierce  persecutions,  marks  them  as  worthy  to  have 
fellowship  with  those  greater  followers  of  the  Christ 
of  the  early  Christian  centuries.  In  many  foreign 
lands  there  are  now  no  longer  merely  individual  be- 
lievers, widely  scattered,  but  there  are  rapidly  form- 
ing Christian  communities.  These  communities  of 
Christian  believers  are  in  turn  becoming  propagating 
centers  for  the  Gospel  of  redeeming  love.  Then,  too, 
the  fast  multiplying  of  Christian  educational  institu- 
tions, the  founding  of  new  hospitals,  the  training  of  a 
strong  native  leadership  for  the  Church,  the  rapid 
publishing  of  large  quantities  of  Christian  literature, 
the  greatly  increased  circulation  of  the  Scriptures — 
all  indicate  the  growing  activity  of  the  missionary 
agencies  and  are  to  be  noted  as  some  of  the  fruits  of 
modern  missions. 

However,  the  greatest  challenge  of  missions  to  the 
Sunday-school  is  to  be  found  in  the  crises  which 
everywhere  confront  the  Christian  Church  in  the  un- 
evangelized    lands.     Notwithstanding  the  inspiring 


12         The  Why  and  How  of  Missions 

successes  that  have  attended  the  labors  of  the  mis- 
sionaries in  the  past  decades,  it  is  now  apparent  to 

the  discerning  that  the  Church  has 
Crucial  world  situa-  ^^  ^^  scarcely  begun  to  evangelize 
tjon — the  greatest  ^        o  o 

challenge  ^^^  world.     Words  cannot  be  made 

strong  enough  to  convey  an  adequate 
idea  of  the  crucial  nature  of  the  present  world  situa- 
tion. The  ease  of  travel,  the  modern  means  of  com- 
munication, the  wide  dissemination  of  knowledge, 
the  growth  of  democracy,  the  distrust  of  authority, 
the  deepening  of  the  national  spirit,  the  swift  move- 
ments of  alien  peoples,  the  new  racial  consciousness, 
the  rise  and  fall  of  the  world  tides  of  immigration — 
these  altogether  show  most  surely  that  there  is  a  great 
awakening  the  whole  wide  world  around.  What  is 
to  be  done  for  the  world  in  a  Christian  way  must  be 
done  quickly.  For  old  faiths  are  passing  away  ;  be- 
hold !  all  faiths  are  to  become  Christian  now — or 
never !  It  is  Christ  now — or  never,  so  far  as  this 
present  generation  is  concerned.  Our  greatest  obli- 
gation is  to  the  people  now  living  :  our  children  shall 
care  for  the  generation  yet  to  be  born. 

In  the  Sunday-schools  of  to-day  there  are  youths, 
^'numerous  and  fresh  as  the  morning  dew,"  who  are 

eager  to  go  as  heralds  of  the  Cross  of 
World  evangels  ^^^.^^      ^j.  ^^    ^^^^   ^^^   ^^^^ 

answered  call  of  .,,,-.        „     ,  .   .,-,  -, 

known  need  ^^^^  leaden  feet  on  spiritless  errands, 

whereas  they  would  gladly  fly  with 
winged  feet  to  fulfill  the  Great  Commission  of  their 
Lord.  They  do  not  lack  devotion  :  they  are  as  de- 
voted as  the  best.  They  lack  knowledge — the  defi- 
nite knowledge  of  the  world  and  its  needs.  The  first 
foreign  missionaries — '^  being  sent  forth  by  the  Holy 


In  the  Sunday-School  13 

Spirit  '^ — sailed  to  Cyprus — for  Barnabas,  the  first 
called  to  this  high  privilege,  was  a  man  of  Cyprus, 
and  so  knew  the  needs  of  the  people  of  his  island 
home.  The  evangelization  of  Europe  began  with  the 
call  to  Paul  from  one  man  in  Macedonia,  who  bade 
him  to  come  over  and  help.  The  sight  of  the  fair 
featured  among  the  slaves  in  Eome,  and  the  inquiry 
as  to  who  they  were  and  whence  they  came,  led  to 
the  sending  of  the  first  missionaries  to  England.  The 
walking  to  and  fro  of  the  wild  tribes  from  the  interior 
along  the  path  in  front  of  his  small  store  in  Borneo 
led  Ing  Ding,  a  Chinese  merchant,  to  sell  his  stock 
and  to  follow  the  trail  which  led  him  as  a  missionary 
to  the  head  hunting  Dyaks.  And  hearing  Moffat 
say,  *'I  have  sometimes  seen  in  the  morning  sun  the 
smoke  of  a  thousand  villages  where  no  missionary 
has  ever  been,'^  led  Livingstone  to  Africa,  where,  in 
his  missionary  journeys,  he  traced  the  rude  outlines 
of  the  Cross  of  Christ  upon  the  dark  continent.  As 
it  was  in  the  beginning  of  the  foreign  missionary  en- 
terprise, and  is  now,  so  it  ever  shall  be  :  the  mission- 
ary departures  of  the  Evangels  of  the  Christ  have 
always  come  from  the  visioned  call  of  some  known 
need. 

The  evangelization  of  the  world  waits  alone  upon 

the  willingness  of  the  workers  in  the  Sunday-school. 

For  among  the  scholars  in  the  Sun- 

ra  egic  oppor-  dav-schools  of  to-day  are  the  mission- 
tunity  of  Sunday-  .         ,.  nr,,  ,     ,  /. 

school  leaders  aries  of  to-morrow.     The  scholars  of 

the  Sunday-schools  of  to-day  are  the 
heirs  to  the  countless  billions  of  dollars  which  repre- 
sents the  wealth  of  the  Christians  of  North  America. 
The  scholars  in  the  Sunday-schools  of  to-day  are  to  be 


14         The  Why  and  How  of  Missions 

the  administrators  of  the  vast  commercial  enterprises 
which  belt  the  globe  and  cover  the  continents  and 
traverse  the  seas.  The  scholars  in  the  Sunday-schools 
of  to-day  are  to  be  the  directors  of  those  industries 
whose  impact  upon  the  unevangelized  lands  shall 
largely  affect  their  response  to  the  gospel  message. 

How  heavily  then  rests  the  missionary  responsi- 
bility upon  the  present-day  leaders  in  the  Sunday- 
school  !    The  world  will  be  evangel- 

Where  the  mission"    •     j   -      .-.    l.  .•       •        i  •  t_  i.i. 

..  ...^       ized  in  that  generation  m  which  the 
ary  responsibility       ^,    .     . 

most  heavily  rests  Christian  teachers  of  its  youth  de- 
termine  that  it  shall  be  done. 
And  all  the  while  that  the  Church  has  been  so  slow 
to  obey  the  command  of  Christ  and  to  answer  the 
need  of  the  world,  vast  multitudes  have  failed  to  hear 
the  message  of  redeeming  love.  In  a  mission  school 
for  girls,  an  Indian  maiden  heard  the  story  of  Jesus 
and  with  the  characteristic  devotion  of  youth,  dedi- 
cated her  life  to  missionary  service.  She  filled  out 
the  missionary  application  blank  as  best  she  could, 
for  there  was  one  question  which  puzzled  her  greatly. 
The  question  referred  to  her  father  and  mother  and 
asked,  "  To  what  Church  did  your  parents  belong, 
and  what  was  the  nature  of  their  Christian  experi- 
ence ? ' '  The  Indian  maiden  pondered  long  over  the 
question,  and  then  wrote  in  answer  these  searching 
words,  ^^  Father  and  mother  died  before  the  mission- 
ary came." 


II 

SUNDAY-SCHOOL  MISSIONAEY  AIMS 

THE  first  step  in  the  program  of  missions  in 
the  local  Sunday-school  is  to  form  a  small 
group  of  carefully  selected  leaders  into  a 
missionary  organization.     This  organization  should 
take  the  form  which  is  in  harmony  with  the  general 
plan  of  the  local  school.     In  some  schools  the  organi- 
zation takes  the  form  of  a  Mission - 

A  missionary  Society,  while  in  others  the  mis- 

organization  .  ''\  .      ,,,. 

sionary  leadership    is   lodged  m   a 

Missionary  Superintendent  and  a  Missionary  Com- 
mittee. The  purpose  of  such  an  organization  is  to 
direct  the  missionary  work  of  the  school  and  to  insure 
the  continuance  of  the  school's  missionary  program 
of  education,  prayer,  and  service.  (See  Chapters 
III  and  IV.) 

To  envelop  the  whole  school  in  such  an  effective 

atmosphere  of  missions  as  shall  most  surely  encourage 

the  finer  growths  of  missionary  in- 

A  winning  mission-    ^^^^^^  ^^^  ^^^^  quickly  kindle  the 

ary  environment        »  „      .     .  4.1,     •  •    i.i, 

fires  of  missionary  enthusiasm  is  the 

essential  task  in  missionary  leadership.  It  is  as  true 
in  missions  as  it  is  in  everything  else  :  atmosphere 
conditions  life  and  growth.  The  personal  bearing  of 
the  leaders  is  the  greatest  factor  in  creating  mission- 
ary atmosphere  in  the  school.     For  the  approving 

15 


l6         The  Why  and  How  of  Missions 

and  encouraging  attitude  of  the  officers  and  teachers 
assure  always  the  readiest  and  heartiest  missionary 
responses.     (See  Chapter  IX.) 

Missionary  education  is  concerned  primarily  with 

vital  issues.     It  deals  in  spiritualities.     It  has  for  its 

chief  survey  the  broad  outlook  upon 

Adequate  mission"     ^^^     far-widening    horizon    of    the 

ary  instruction  yr-A  4^  r^    ^        t^.  4-  i 

Kingdom  of  God.  It  takes  cogni- 
zance of  the  progress  of  Christianity  into  all  the  world. 
The  annals  of  missions  are  filled  with  the  most 
fascinating  stories  of  the  noblest  characters  in  the 
history  of  the  Christian  Church.  Because  of  its  in- 
tensely spiritual  value  and  its  influence  upon  the 
development  of  Christian  character,  missionary  in^ 
struction  is  now  recognized  as  an  integral  part  ol 
religious  education.  Missionary  materials  have 
been  carefully  prepared  to  meet  the  needs  of  all 
ages  in  the  Sunday-school.  (See  Chapters  YI,  VII, 
and  VIII.) 

Everything    vital    in    the    missionary    enterprise 
hinges  on  prayer,  and  everything  vital  in  the  Chris- 
tian life  as  well.     Even  so  intimately 

ar ""ra  "''''""*"  '^  missions  bound  up  with  true  Chris- 
tian living.  To  train  the  school  in 
the  mighty  ministry  of  intercession  is  an  exalting 
privilege  indeed.  And  yet  so  little  has  been  the 
schooling  in  the  practice  of  prayer  that  a  certain 
writer  feels  bold  enough  to  call  prayer  the  forgotten 
secret  of  the  Christian  Church.  To  discover  anew 
for  the  school  the  prayer  i)aths  which  lead  to  power 
and  to  peace  is  the  most  beautiful  service  which  can 
be  rendered.  Seasons  of  directed  intercession  in  the 
elasses  or  in  the  departments  of  the  school  are  ex- 


In  the  Sunday-School  17 

ceedingly  valuable.  At  no  point  in  the  program  of 
missions  for  the  local  school  is  the  example  of  the 
Missionary  Committee  more  potent  than  here.  The 
life  of  prayer  always  awakens  a  desire  in  others  to 
pray.     (See  Chapter  V.) 

Missions  is  supremely  concerned  with  the  problem 
of  carrying  the  Gospel  to  each  individual  wherever 
he  may  be  found.  And  missio  ary 
An  evangelistic  leaders  should  be  eager  to  advance 
^**^  all  plans  which  have  for  their  object 

the  leading  of  any  man  to  accept  Jesus  Christ  as  his 
personal  Saviour.  No  missionary  program  is  com- 
plete unless  the  school  engages  earnestly  in  some  form 
of  evangelism  for  the  unsaved  in  its  membership  and 
in  the  community  round  about.  What  reasonable 
expectation  have  we  that  our  Gospel  will  save  the 
man  who  is  far  away,  while  we  live  as  though  it  had 
no  power  to  save  the  man  who  is  near  by. 

In  matters  of  Christian  giving  there  is  the  greatest 
variety  of  opinions.  But  however  divergent  may  be 
the  views  of  the  greater  teachers 
SfTlf **"m  concerning  human  nature,  they  are 

all  in  practical  agreement  upon  the 
quite  patent  fact  that  we  mortals  are  all  born  stingy  ; 
and  in  this  particular  being  born  again  does  not  al- 
ways avail,  for  we  appear  to  be  stingier  still  in  our 
general  support  of  the  Church  and  its  work  in  the 
world.  Instruction  in  Christian  giving  should  be 
definite.  Here  the  teachings  of  the  Bible  are  par- 
ticularly clear  and  strong.  And  Scripture  teachings 
may  be  easily  supplemented  by  a  wealth  of  convinc- 
ing literature  which  has  grown  up  around  this  sub- 
ject.    (See  Chapter  XIV.) 


i8         The  Why  and  How  of  Missions 

The  increased  support  to  missions  is  due  quite 

largely  to  the  present  widely  accepted  plan  of  weekly 

pledged  offerings  for  benevolences. 

Definite  mission-       ^^^  missionary  leaders  unite  in  ap- 

ary  support  •         4.1,  u 

proving    the  every-member-canvass 

to  secure  a  weekly  pledged  offering  from  each  mem- 
ber. The  missionary  budget  of  the  school  should  be 
worked  out  in  fullest  conference  with  the  Missionary 
Committee  of  the  local  church,  and  in  complete  har- 
mony with  the  larger  plans  of  the  denomination. 
Only  such  special  objects  should  be  supported  in  for- 
eign missions  as  meet  with  the  cordial  approval  of 
the  Boards  of  Foreign  Missions.  In  promoting  the 
support  of  definite  missionary  objects,  the  Missionary 
Committee  finds  a  splendid  opportunity  for  mission- 
ary education.     (See  Chapter  XIV.) 

Each     Sunday-school    is    really    in    the    center 
of  a  mission  field.     The  opportunity  for  mission- 
ary   service    is    found     not    alone 

8io^nrr*servicf  ^"  ^^^^S  the  foreign  speaking  people. 
The  unevangelized  are  on  every 
hand.  A  careful  survey  of  the  needs  of  the  neigh- 
borhood will  quickly  disclose  the  nature  of  the  serv- 
ice to  be  rendered.  The  starting  of  an  extension 
Bible  class,  the  founding  of  a  mission  Sunday-school, 
or  the  projection  of  a  service  for  praise  and  prayer, 
are  forms  of  activity  to  be  greatly  developed.  There 
are  many  particularly  needy  communities  close  under 
the  very  shadow  of  our  schools.  And  all  helpful 
forms  of  social  service  come  well  within  the  range  of 
the  activities  of  the  Missionary  Committee.  There 
is  a  vital  connection  between  what  we  now  call  social 
service  and  the  beginning  of  the  foreign  missionary 


In  the  Sunday-School  19 

enterprise  in  the  days  of  the  Apostles.  It  was  after 
the  social  service  Barnabas  and  Saul  had  rendered  to 
the  famine-stricken  in  Judea  that  they  were  called 
upon  to  launch  the  wonderful  enterprise  of  foreign 
missions.     (See  Chapters  XY  and  XVI.) 

Being  familiar  through  missionary  instruction  with 

the  needs  of  the  world  and  maturing  in  a  vitalizing 

missionary    atmosphere,    volunteers 

The  enlistment  of      ^^^  ^^^  mission  fields  at  home  and 

missionary  recruits  A'^^^       a       tt 

abroad  will  be  readily  found.  Un- 
der prayerful  cultivation,  every  Sunday-school  will 
become  a  recruiting  agency  for  Christian  leaders  in 
ministerial,  missionary,  and  social  service.  (See 
Chapter  XVII.) 

Every  Sunday-school  should  actively  participate 
in  the  home  and  foreign  missionary  campaigns  for 
Christianizing   North  America  and 
Participation  in        evangelizing  the  world.     Beginning 
missionary  cam-  .,  ^/ tt  t^t-     -  ttt    i   n    • 

paiens  ^^^^   ^'Home  Missions  Week"  m 

the  fall  of  1912  and  the  *' Living- 
stone Centennial "  in  the  spring  of  1913,  a  missionary 
educational  campaign  of  compelling  importance  has 
been  waged  each  year.  The  missionary  educational 
departments  of  all  Mission  Boards  work  together  in 
this  effective  way.  The  national  campaigns  of  the 
Laymen's  Missionary  Movement  should  claim  the 
complete  cooperation  of  all  Sunday-school  workers. 

These  missionary  aims  are  all  in  harmony  with  the 
educational,  evangelistic,  and  service  aims  of  the 
modern  Sunday-school,  and  are  within  the  reach  of 
all  schools. 


m 

THE  MISSION AEY  OEGANIZATION  OP  THE 
SUNDAY-SCHOOL 

EVERY  Sunday-school  will  have  a  thoroughly 
alive  missionary  organization  whenever  some 
one  wants  it  badly  enough. 
In  promoting  a  missionary  organization  for  the 
school,  enlist  the  cooperation  of  the  pastor  and  the 
superintendent,  and  seek  the  approval  of  the  local 
Sunday-school  board.     The  approval 
n  IS  coopera  on     ^^  ^^^  Sunday-school  leaders  can  be 

most  easily  secured  by  suggesting  a 
simple  outline  of  missionary  work  in  which  the 
school  is  most  likely  to  be  interested. 

Even  then  there  will  probably  be  a  few  folks  in- 
different and  perhaps  some  even  hostile  to  the  plan 
of  missions  for  the  school.  Make  a  beginning  any- 
how. If  the  missionaries  among  those  first  believers 
in  Christ  had  waited  to  begin  the  missionary  enter- 
prise until  after  they  had  received  the  approval  of 
the  local  church  in  Jerusalem  there  would  never 
have  been  any  foreign  missions. 

Missionary  organizations  range  all  the  way  from  a 

loosely   planned  organization  in  which  one  person 

alone  is  responsible  for  the  entire 
Missionary  super°  ^      .     .         .     j.-, 

.  *    J    /  ^  program  of  missions  to  the  oreaniza- 

intendent  and  x-     »  & 

committee  ^^^^    ^^   ^"^    Sunday-school    into  a 

Missionary  Society,    with   regularly 

elected    officers   and    an    adopted    constitution.     A 

20 


In  the  Sunday-School  21 

simple  form  of  organization  consists  of  a  Missionary 
Superintendent  and  a  representative  Missionary  Com- 
mittee. 

The  Missionary  Superintendent  is  selected  in  the 
same  manner  and  with  the  same  care  as  the  other 
superintendents  of  the  school.     The 
e  ec  ing  super  n-     jj^g^QJ^grg    ^f    ^j^e    Missionary   Com- 
tendent  and  '^ 

committee  mittee  are  appointed  after  consulta- 

tion with  the  Missionary  Superin- 
tendent. The  Missionary  Committee  is  composed  of 
from  three  to  seven  members,  representing  the  Ele- 
mentary, Secondary  and  Adult  Divisions  of  the 
school.  On  the  larger  committees  the  organized 
Bible  classes  of  the  Secondary  and  Adult  Divisions 
are  represented  by  the  chairmen  of  their  missionary 
committees.  To  unify  the  missionary  program  for 
the  entire  congregation  the  Missionary  Committee  of 
the  Sunday-school  is  represented  on  the  Church  Mis- 
sionary Committee. 

Missionary  leadership  begins  always  with  the  best 
available  material  at  hand.  The  Church  at  Antioch 
began  the  first  foreign  missionary 
enterprise  with  Barnabas  and  Saul — 
and  the  Holy  Spirit  called  Barnabas  and  Saul  because 
the  Church  had  none  better  than  they.  Think  again 
of  the  Sunday-school  missionary  aims  and  see  whether 
the  program  of  missions  is  not  compelling  enough  to 
claim  the  full  measure  of  devotion  of  the  strongest 
leaders  in  the  school  ? 

In  picking  people  for  service  on  the  Missionary 
Committee,  they  should  be  selected  if  possible  from 
among  those  who  are  recognized  as  leaders  in  the 
school  and  who  are  also  known  as  favorable  to  mis- 


22         The  Why  and  How  of  Missions 

sions.  It  is  hardly  to  be  expected  that  they  should 
have  an  extended  knowledge  of  the  facts  of  modern 
missions  at  the  first,  but  rather  that  they  should  have 
a  desire  to  know  the  field  and  possess  a  willingness 
to  learn. 

A  chief  qualification  for  missionary  leadership  is  a 
patient  continuance  in  well  doing.     A  further  valu- 
able asset  is  the  ability  to  communi- 
QuaHfications  ^^^^  -^^^^  ^^  others  in  a  convincing 

for  missionary  ^,  i      ^  .1      t.*-. 

leadership  manner,  since  the  work  of  the  Mis- 

sionary Committee  is  to  be  done  so 
largely  through  the  other  ofi&cers  and  teachers  of 
the  school. 

The  most  successful  missionary  committeeman  is 
one  who  has  the  gift  of  promotion,  possesses  a  pleas- 
ing personality,  and  has  a  Christian  experience  which 
he  enjoys.  With  such  a  person  most  folks  find  it  a 
great  delight  to  work. 

The  spiritual  life  of  its  own  members  is  one  of  the 

chief  concerns  of  the  Missionary  Committee.     All  the 

work  of  the  Committee  is  to  be  vital- 

littee  work""  ^^^^   ^^   ^^^   ^^^^   ®P^^^^'    through 

prayer    and    personal   Bible  study. 

All  meetings  of  the  Committee  should  be  naturally 
devotional  in  character.  Missionary  Committee 
service  will  thus  lead  to  the  spiritual  enrichment 
of  the  lives  of  its  members.  Only  such  vision  and 
vitality  and  spiritual  impulse  as  they  have  can  the 
Missionary  Committee  impart  to  others. 

In  training  the  members  of  the  Missionary  Com- 
mittee several  plans  are  followed  with  great  profit : 
(1)  Summer  conferences  of  the  Missionary  Edu- 
cation   Movement.     (2)    The  Community  Training 


In  the  Sunday-School  23 

School  for  Sunday-school  Workers.     (3)   The  Com- 
mittee   forming    itself  into    a  mission  study  class. 

(4)  The  Committee  following  a 
Missionary  com-  /»     .    j       •       o.      j  i       i 

mittee  training  ^^^^^^    ^^  ^^^^    ^^   Sunday-School 

methods.  (5)  Practical  training  re- 
ceived in  carrying  out  the  school  missionary  pro- 
gram. A  combination  of  the  study  class  and  practical 
missionary  service  contributes  most  quickly  to  com- 
mittee efficiency. 

At  its  first  meeting    the    Missionary  Committee 
should  consider  the  missionary  aims  for  the  Sunday- 
school  and  then  outline  in  detail  a 
School  mission-  .,  ,  ^      .i         i       i 

ary  program  possible  program  for  the  school  year. 

The  aim  should  be  very  definite,  and 

may  be  known  only  to  the  members  of  the  Committee. 

Unless  the  work  it  proposes  to  do  is  definitely  known, 

the  Committee  will  never  know  whether  it  fulfilled  its 

task  or  not.     *^  I  have  finished  the  work  which  Thou 

gavest  Me  to  do  "  is  the  best  text  for  the  summing-up 

meeting  of  the  Missionary  Committee  at  the  end  of 

the  year. 

In  framing  the  missionary  policy  for  the  school, 

the  Missionary  Committee  should  make  a  careful 

survey  of  the  present  state  of  mis- 
Praming  mission-        .  j        .•        •      j.t_        t.     i    i-r, 

,,  sionary  education  m  the  school,  the 

ary  policy  "^  .  ' 

depth  of  missionary  interest,  the 
frequency  of  missionary  days,  the  offerings  to  mis- 
sions, the  attitude  of  the  leaders  to  missions,  the  re- 
sponse to  previous  missionary  effort,  the  nature  of 
the  missionary  service  now  being  rendered,  and 
whether  or  not  there  are  any  volunteers  in  the  school 
for  Christian  service.  And  in  the  light  of  the  knowl- 
edge gained  in  such  a  survey  the  Committee  should 


24         The  Why  and  How  of  Missions 

outline  an  attainable  program  with  suggestive  meth- 
ods for  its  accomplishment.  A  few  things  which  can 
be  well  done  is  far  better  for  a  policy  than  many 
things  which  might  be  partially  done. 

The  outlined  policy  of  the  Missionary  Committee 

should  then  be  referred  to  the  Workers'  Council  of 

the  school    for   their  criticism  and 

th  '  "t  ^  adoption.     It  is  most  important  for 

the  Missionary  Committee  to  secure 
the  approval  of  the  other  workers  in  the  Sunday- 
school.  In  this  way  the  program  of  the  Missionary 
Committee  becomes  the  recognized  program  of  the 
school  and  has  the  cordial  support  of  all  officials. 
Then  the  corrective  judgment  of  the  other  officers 
and  teachers  proves  exceedingly  valuable  in  giving 
direction  to  future  Committee  plans. 

The  regular  meetings  of  the  Missionary  Committee 
should  be  often  enough  to  insure  an  effective  review 

of  the  plans  of  the  Committee  and 
Missionary  Com'  ,  ■   -,  2.     o   .-, 

mittee  meetings        ^^^^  ^  supervising  oversight  of  the 

working  of  the  Committee  plans  in 
the  school  as  to  guard  against  misapprehension  and 
to  prevent  failure.  Frequent  reference  to  the  high 
purpose  of  the  Committee  will  have  a  guiding  effect 
upon  the  deliberations  of  the  meetings.  All  difficult- 
ies and  problems  that  arise  are  to  be  frankly  discussed. 
There  will  probably  be  an  occasional  disappointment. 
It  was  a  happy  idea  which  suggested  changing  the  ' '  d  " 
into  an  *^h^' — and  thus  made  disappointments  into 
His  appointments.  At  each  meeting  of  the  Committee 
future  plans  come  up  for  discussion  and  further  con- 
sideration. Accurate  records  of  the  Committee  meet- 
ings are  invaluable  as  a  guide  in  making  future  plans. 


In  the  Sunday-School  25 

Not  all  the  leadership  of  the  Missionary  Committee 
is  lodged  in  the  Missionary  Superintendent.     The 

Missionary  Superintendent  is  rather 
Each  comnilttee-  ,      ^  4     -.        ^ 

man  a  specialist  ^^^  ^"^^"^  ^^^^  leadevs.  And  each 
member  of  the  Missionary  Committee 
is  to  have  a  detailed  and  definite  assignment  to  some 
special  activity  of  the  Committee.  The  best  plans 
even  of  a  Missionary  Committee  "go  aglee'^  unless 
the  plan  is  personalized  in  a  consecrated  life.  The 
Law,  although  it  was  given  by  God  Himself  on  Sinai, 
was  not  fully  effective  until  it  became  incarnate  in 
a  man — The  Man  Christ  Jesus.  And  the  several 
plans  of  the  Missionary  Committee  are  to  take  flesh 
and  blood  and  actually  live  in  some  devoted  life. 
That  will  cost,  did  you  say  ?  Well,  what  reasonable 
assurance  have  you  that  the  school  will  follow  a  plan 
which  costs  you  nothing  ? 

In  assigning  a  definite  part  of  the  missionary  pro- 
gram to  each  member  of  the  Missionary  Committee, 
the  missionary  leadership  is  distrib- 
asliglmenf '''**"^*  uted,  and  so  becomes  greatly  strength- 
ened. The  shared  burden  is  not  alone 
lightened — it  is  more  likely  to  be  lifted.  Jesus  sent 
His  messengers  by  twos.  And  that  practice  was  fol- 
lowed by  the  Apostles.  A  detailed  assignment  of  a 
specific  task  assures  individual  responsibility.  What 
is  everybody's  business  is  likely  to  be  nobody's  busi- 
ness— except  the  chairman's — even  in  a  Missionary 
Committee.  The  assigned  and  accepted  personal  task 
will  most  i^robably  be  carried  out,  particularly  if  ap- 
preciation lias  been  shown  for  tasks  previously  per- 
formed. Cultivate  the  fine  art  of  being  glad  for  the 
folks  who  do  the  things  that  you  ask  them  to  do. 


26         The  Why  and  How  of  Missions 

The  assigning  of  particular  parts  of  the  missionary 
program  to  definite  individuals  soon  leads  to  the  dis- 
covery of  the  strong  points  in  the  workers  them- 
selves. Some  people  are  of  the  pretensive  kind,  and 
the  sooner  they  are  found  out  the  better.  It  fre- 
quently happens,  however,  that  a  seemingly  indiffer- 
ent person  has  been  asked  to  do  something  which  he 
cannot  do.  Therefore  in  assigning  tasks,  care  should 
be  exercised  to  assign  such  tasks  as  people  have  a 
liking  for,  or  to  which  they  can  be  adapted.  This 
method  develops  specialists  in  missionary  leadership. 
The  missionary  work  should  be  frequently  reported 
to  the  church  and  school.  The  Missionary  Com- 
mittee may  seldom,  if  ever,  be  re- 
Reporting  mission-     f^^^^^     ^^    ^^^^^^    ^^^    g^j^^^j  rj.^^ 

ary  worlc  i.     ^  ^u  4^       •     • 

root  of  the  missionary  matter  is  m 

the  Missionary  Committee — hidden  away  out  of  sight, 

while  the  fruit  of  missionary  effort  is  to  be  seen  in 

the    transformed    interest    and    enthusiasm    of   the 

school.     However,  there  should  be  a  complete  report 

of  all  the  work  of  the  Missionary  Committee  at  the 

Workers^  Council  or  the  Sunday-school  Board,  and  on 

all  occasions  when  the  entire  work  of  the  school  is 

being  officially  considered. 

The  Missionary  Committee  is  the  connecting  link 

between  the  Sunday-school  and  the  Mission  Boards. 

These  Boards  are  the  indispensable 
Essentially  a  administrators  of  the  Church's  mis- 

connecting  link  ^        .  _  ^,     ,^. 

sionary  enterprises.  Hence  the  Mis- 
sionary Committee  must  be  familiar  with  their  or- 
ganization and  cooperate  fully  in  their  plans. 


lY 
MISSIONAEY  LEADEES  IN  TEAINING 

IN  the  wisdom  of  God  we  are  all  so  made  that 
everybody  cannot  be  equally  interested  in  every- 
thing. So  out  of  the  fullness  of  His  grace, 
Christ  Jesus  gave  some  to  be  Apostles,  and  some  to  be 
Prophets,  and  some  to  be  Evangelists,  and  some  to  be 
Pastors  and  Teachers.  And  in  addition  to  these 
high  callings  there  are  innumerable 
To  every  man  his      ^^j^^^  valuable  gifts  which  are  freely 

responsibility  bestowed  by  the  grace  of  Christ,  for 

it  takes  all  kinds  of  people  and  all 
sorts  of  talents  to  fully  carry  out  the  program  of  God 
for  the  full  winning  and  the  complete  saving  of  the 
whole  world.  And  Jesus  now  calls  some  to  be 
Superintendents,  and  some  to  be  Secretaries,  and 
some  to  be  Treasurers,  and  some  to  be  Choristers, 
and  some  to  be  Librarians,  — for  the  perfecting  of  the 
body  of  Christ  in  harmony  with  the  will  of  God  for 
all  mankind.  And  every  position  of  Sunday-school 
leadership  carries  with  it  a  large  measure  of  mission- 
ary responsibility. 

And  the  missionary  responsibility  of  the  officers 
and  teachers  of  the  Sunday-school  is  not  discharged 
when  they  select  a  Missionary  Superintendent,  and 
appoint  a  Missionary  Committee,  or  elect  officers  for 
a  Missionary  Society.  The  purpose  of  these  special- 
ized missionary  leaders  is  to  merely  plan  the  work 

27 


28         The  Why  and  How  of  Missions 

and  to  determine  the  methods  by  which  the  ofScers 

and  the  teachers  can  most  effectively  measure  up  to 

the  splendor  of  their  missionary  opportunity. 

The  pastor  is  the  main  support  of  the  Missionary 

Committee.     His  cooperation  is  essential  to  complete 

success.     His  aid  can  be  secured  for 

^  P^8  ^^  s  pulpit  announcements  and  for  items 

cooperation 

of  missionary  interest  on  the  Sunday 

calendar.  Particular  points  in  the  school  missionary 
program  may  be  emphasized  in  missionary  sermons. 
Pulpit  reports  of  summer  missionary  conferences, 
Student  Volunteer  conventions,  and  other  missionary 
gatherings  will  further  the  work  of  the  Missionary 
Committee.  Sunday-school  missionary  programs  at 
the  church  service  are  highly  effective.  The  approv- 
ing attitude  of  the  pastor  to  the  work  of  the  Mission- 
ary Committee  in  his  pastoral  visitation  is  especially 
valuable. 

The  Sunday-school  superintendent  is  always  the 
key  man  in  the  furtherance  of  the  missionary  program 

in  the  school.     He  is  the  largest  factor 
e  superin  en  en    ^^  ^^^  creation  of  a  vitalizing  mis- 
the  key  man  .  ° 

sionary  atmosphere,  for  the  Sunday 

program  of  the  school  is  almost  wholly  in  his  hands. 
The  superintendent  should  be  consulted  freely  upon 
all  questions  that  relate  to  the  general  missionary 
policy  of  the  school,  and  his  fullest  aid  should  be 
solicited  in  the  final  carrying  out  of  all  public  pro- 
grams and  the  observance  of  all  missionary  days,  and 
the  commemoration  of  missionary  events. 

The  Sunday-school  teacher  is  in  undisputed  control 
of  the  situation  so  far  as  the  effectiveness  of  the  pro- 
gram of  missionary  education  is  concerned.     There 


In  the  Sunday-School  29 

is  a  vast  deal  of  undercutting  of  the  missionary  enter- 
prise which  is  wholly  unintentional.     This  can  be 
most  quickly  corrected  by  the  favor- 

d  eac  er  s  m        ^       personal  bearing  of  the  teacher, 
sionary  significance   _.  °     ,        ^         .  ,       °.     . 

In  the  forceful  missionary  illus- 
tration of  the  lesson  as  well  as  in  the  welcome  use 
of  other  missionary  material,  the  teacher  can  greatly 
forward  the  missionary  educational  program.  The 
missionary  responses  of  the  pupils  depend  almost  al- 
together upon  the  teacher.  The  position  of  the 
teacher  is  in  every  way  so  strategic  that  only  the  most 
thorough  cooperation  between  the  teacher  and  the 
Missionary  Committee  can  accomplish  the  missionary 
plans  for  the  class. 

The  officers  of  the  Organized  Bible  Classes  in  the 
Secondary  and  Adult  Divisions  afford  an  added  op- 
portunity to    the  Missionary   Com- 
e  c  ass  mittee  in  promoting  missions  in  the 

classes.  The  plan  of  class  organiza- 
tion now  provides  for  the  appointment  of  class  mis- 
sionary committees.  These  class  committees  are  par- 
ticularly serviceable  in  arranging  programs,  in  secur- 
ing workers  for  the  every- member- canvass,  in  forming 
mission  study  groups,  in  giving  missionary  exhibits, 
and  in  executing  the  missionary  plans  of  the  school 
in  the  community. 

While  the  secretary  is  concerned  chiefly  with  the 

records  of  the  school,  yet  he  is  most  truly  concerned 

_.  ^  that  the  school  shall  make  a  eood 

The  secretary  _       _  ,  .  °  , 

record.  In  making  mention  of  the 
progress  of  the  school,  he  should  note  with  com- 
mendation the  new  missionary  equipment,  and  should 
fully  record  the  nature  and  success  of  the  missionary 


3©         The  Why  and  How  of  Missions 

programs.  Missionary  items  of  local  interest  to  the 
school  are  included  in  the  report  for  the  day. 

Much  depends  upon  the  chorister  in  making  a  Sun- 
day-school missionary  in  spirit  and  purpose.  The 
right  use  of  missionary  hymns  will 
contribute  immensely  to  the  life  and 
interest  of  the  opening  and  closing  exercises  of  the 
school  or  departments.  A  brief  reference  to  the 
writer  of  the  song,  or  a  short  description  of  the  occa- 
sion of  the  writing  of  the  hymn  will  add  materially 
to  the  zest  with  which  the  school  enters  into  the 
singing.  Pew  really  appreciate  the  vast  debt  the 
Church  owes  to  the  missionary  enterprise  for  the 
finer  quality  of  songs  it  has  given  to  the  world.  And 
the  spirit  of  reverence  and  of  devotion  will  be  easily 
kindled  in  the  school  period  of  worship  through  the 
better  use  of  the  splendid  missionary  hymns. 

The  Sunday-school  librarian  is  the  director  of  mis- 
sionary reading.     This  position  assumes  new  impor- 

_^  ,„     ,  tance  in  the  light  of  the  rapid  in- 

The  librarian  , ,       ^       ,  ^  .,  , , 

crease   m  the  number  of  available 

books.  There  is  here  a  fine  chance  for  the  Mission- 
ary Committee  to  fulfill  cue  of  its  highest  functions, 
as  it  works  through  the  librarian  to  secure  the  circu- 
lation and  the  reading  of  missionary  books. 

And  now  concerning  the  collection.     The  treasurer 
of  the  Sunday-school  is  the  one  around  whom  re- 

-.    .  volves  all  the  new  plans  for  mission- 

Tlie  treasurer 

ary  giving  and  the  added  work  of 

the  every-member-canvass  for  the  weekly  pledged 
offerings  to  missions  and  other  benevolences.  The 
introduction  and  the  successful  operation  of  any  giv- 
ing plan  rests  upon  the  treasurer  in  conference  with 


In  the  Sunday-School  31 

the  other  officers  and  teachers  of  the  school.  A  full 
record  is  to  be  kept  of  all  the  missionary  resources  of 
the  school,  noting  the  names  of  the  givers.  The  main 
concern  in  the  gifts  of  children  is  in  the  fact  that 
they  give  at  all,  and  not  so  much  in  the  amount  of 
the  individual  offering.  The  treasurer  is  also  helpful 
in  the  Missionary  Committee  program  for  the  promo- 
tion of  definite  instruction  in  Christian  stewardship. 

In  the  very  heart  of  the  most  successful  sessions  of 
the  Workers'   Council  there  is  provision  for  addi- 
tional    training.      This    usually    is 
The  Workers  given   over  to  a  regular  course  in 

Teacher  Training.  At  the  sugges- 
tion of  the  Missionary  Committee  this  period  in  the 
Workers'  Council  may  be  secured  for  the  training  of 
the  officers  and  teachers  in  missionary  leadership. 
Eight  successive  meetings  at  least  should  be  devoted 
to  a  definite  program  of  study  in  missionary  methods 
for  the  Sunday-school.  Of  these  eight  evenings  four 
might  be  devoted  to  plans  and  materials  for  mission- 
ary education,  one  night  to  prayer  and  missions,  one 
night  to  instruction  in  Christian  giving,  one  night  to 
plans  for  enlisting  recruits  for  ministerial,  mission- 
ary, and  social  service,  and  one  night  for  the  discus- 
sion of  definite  plans  for  missionary  service  in  the 
local  community.  In  some  schools  the  Teachers' 
Meeting  still  holds  the  place  of  the  Workers'  Coun- 
cil— a  larger  body  including  all  the  officers  and  other 
leaders  of  the  school  as  well  as  the  teachers.  This 
special  course  of  eight  lessons  can  be  used  in  the 
Teachers'  Meeting  equally  well. 


PEAYEE  AND  MISSIONS 

THE  place  of  prayer  is  central  in  the  mission- 
ary enterprise.  The  lifting  horizons  of  the 
Kingdom  of  God  have  come  to  men  while 
they  were  on  their  knees.  Every  lasting  missionary 
achievement  when  traced  to  its  inception  finds  some 
one  in  prayer.  As  Peter  prayed  he  saw  the  vision 
and  heard  the  voice  which  carried 
Prayer  central  -^^^  ^^^.^   ^^^^  foreign   mission  chan- 

in  missions  .         ^  .     .  ,  .  , 

nels.     Every  missionary  biography 

is  the  story  of  answered  prayer.  The  long  history  of 
the  prayer  practices  of  the  missionary  enterprise  is 
best  summed  up  in  that  one  last  act  of  his  life  in 
which  David  Livingstone  was  found  dead  upon  his 
knees  in  the  attitude  of  prayer. 

Jesus  put  prayer  and  missions  together  in  the 
prayer  He  taught  His  disciples:  ''Thy  Kingdom 
come,  Thy  will  be  done  on  earth." 
Tlie  example  ^^^  Jesus  put  prayer  as  the  first  ac- 

of  Jesus  ^.^.^^  ^^  ^^^  disciples  in  the  light  of 

the  world's  known  needs.  There  was  a  vast  multi- 
tude and  they  were  scattered  abroad  as  sheep  without 
a  shepherd,  and  yet  the  first  suggestion  as  to  what 
the  disciples  might  do  in  the  face  of  so  great  a  need 
was  the  Master's  command  to  pray. 

The  power  of  prayer  is  illustrated  in  the  develop- 
ing missionary   movements.     A  group  of  students 

32 


In  the  Sunday-School  33 

storm-bound  in  the  shelter  of  a  haystack  at  Williams 
College  prayed,  and  the  mighty  missionary  awaken- 
ing in  America  was  born.  Like- 
The  power  of^^^^^  ^.^^  ^j^^  Student  Volunteer  Move- 
ment for  Foreign  Missions  was  born 
in  prayer.  And  out  of  the  Student  Movement  came 
a  call  to  the  men  of  the  Church,  and  the  men  met  for 
prayer,  and  as  they  prayed  the  Laymen's  Missionary 
Movement  was  begun. 

A  student  volunteer  was  touring  the  colleges  of 
Canada  in  the  interests  of  a  commercial  concern  and 
one  night  as  he  prayed  as  always  for  the  coming  of 
the  Kingdom  of  God  into  all  the  world,  he  caught  a 
new  glimpse  of  the  possibilities  for  missionary  serv- 
ice, and  the  student  summer  missionary  campaigns 
had  their  rise  ;  and  out  of  those  student  campaigns 
came  the  Missionary  Education  Movement,  with  the 
missionary  education  plans  of  the  Mission  Boards 
of  the  United  States  and  Canada,  and  other  countries. 

The  mighty  influence  of  prayer  is  seen  in  the 
achievements  of  the  mission  fields.  The  opened 
doors  of  the  world  are  a  direct  answer  to  the  prayers 
of  God's  people.  The  modern  missionary  successes 
are  due  to  the  effectual  working  of  intercessors  in  the 
secret  places  behind  the  shut  doors.  The  great 
awakening  in  the  student  centers  of  the  Far  East  is 
traceable  directly  to  the  volume  of  daily  prayer  in 
their  behalf.  Neesima  said,  ' '  Let  us  advance  on  our 
knees."  And  is  it  not  a  matter  for  pleased  wonder 
that  one  so  lately  won  to  Christianity  and  he  an 
Oriental  should  so  quickly  become  a  discerner  of  the 
secret  of  the  power  and  progress  in  missions,  and  be 
able  to  teach  others  also  ? 


34         The  Why  and  How  of  Missions 

What  a  wealth  of  illustration  of  the  efficacy  of 
prayer  is  found  in  missionary  history,  for  the  his- 
tory of  missions  is  in  reality  the  history  of  prayer. 
So  convinced  of  the  value  of  prayer  are  the  leaders 
of  the  World's  Christian  Student  Federation  that 
they  say  that  all  missionary  problems  depend  for 
their  solution  upon  prayer.  This  truth  is  finely  illus- 
trated in  Livingstone's  solution  of  the  problems  which 
arose  in  his  contact  with  the  natives  as  he  journeyed 
across  Africa.  And  yet  a  Church  no  longer  met  for 
prayer,  because  they  said  only  five  or  six  came  as  a 
rule.  Only  five  or  six?  Five  or  six  were  nearly 
three  times  too  many,  for  the  great  prayer  promise  is 
for  the  two  or  three  who  are  met  in  His  Name. 

It  is  quite  likely  that  the  lack  of  prayer  may  be 
due  to  the  fact  that  we  train  people  to  do  everything, 
except  to  pray.  The  literature  on  prayer  is  espe- 
cially rich.  But  the  literature  on  prayer  is  not  to 
take  the  place  of  prayer.  The  practice  of  prayer  is 
the  one  indispensable  means  of  knowing  the  power 
and  the  resources  of  prayer. 

''The  Secret  Prayer  Life,"  ''Bible  Study  for  Spir- 
itual Growth,"  and  "The  Morning  Watch,"  by  John 
R.  Mott,  and  "  Prayer  and  Missions," 
by  Robert  E.  Speer,  are  leaflets  which 
have  been  the  means  of  leading  thousands  into  the 
deepening  of  their  spiritual  life.  These  leaflets  are 
five  cents  a  copy,  and  can  be  had  from  the  Student 
Volunteer  Movement.  A  select  package  of  leaflets 
on  prayer,  issued  by  the  Laymen's  Missionary  Move- 
ment, sells  for  twenty-five  cents. 

Some  inspiring  books  on  prayer  are  :  ^'Secret 
Prayer,"  by  Moule  ;  "The  Still  Hour,"  by  Phelps  ; 


Teaching  to  pray        ^  ^ 


In  the  Sunday-School  35 

^^The  Ministry  of  Intercession"  and  ^^With  Christ 
in  the  School  of  Prayer,"  by  Murray;  and  '*  Quiet 
Talks  on  Prayer,"  by  Gordon.  ^' With  Christ  in  the 
School  of  Prayer"  and  *'The  Ministry  of  Interces- 
sion" contain  i3lans  for  directing  the  seasons  of  in- 
tercession throughout  a  given  period  and  are  helpful 
especially  in  forming  the  habit  of  daily  prayer. 

There  are  many  suggestive  missionary  sayings 
about  prayer  which  may  be  used  as  mottoes.  A 
pioneer  missionary  to  Africa  said, 
Prayer  is  worth  more  to  the  mis- 
sionary than  gold."  And  John  Eliot,  one  of  the  first 
missionaries  to  the  American  Indians,  said,  ''Prayer 
and  pains  through  faith  in  Jesus  Christ  will  do  any- 
thing." 

A  school  program  on  prayer  found  this  plan  ex- 
ceedingly helpful.     The  school  opened   by  singing 

a  prayer  hymn.     "I  like  best  the 
School  program  r     uu         ??  i 

on  prayer  prayers  of  children,"   a  saying  by 

James  Chalmers,  was  hung  as  a  motto 
upon  the  wall.  A  brief  reference  was  made  to  the 
fact  that  the  Sunday-school  children  of  Great  Britain 
had  supported  definite  objects  by  their  gifts  and 
prayers.  Passages  of  Scripture  with  teachings  about 
prayer  were  read  by  one  of  the  scholars.  Then  fol- 
lowed a  well  told  story  from  the  life  of  John  G.  Paton 
illustrating  his  dependence  upon  God  in  prayer  and 
his  childlike  faith.  Selections  were  read  from  a 
letter  that  had  been  written  by  a  missionary  with 
whose  work  the  school  was  familiar,  and  these  se- 
lections mentioned  particular  objects  for  prayer. 
Now  came  the  period  of  intercession.  Every  head 
was  bowed  and  all  eyes  were  closed,  and  they  pre- 


36         The  Why  and  How  of  Missions 

pared  to  pray.  The  leader  suggested  that  they  should 
thiDk  now  Who  it  was  to  Whom  they  were  to  pray. 
Prayer  promises  were  quoted,  and  then  they  were 
directed  to  pray  for  the  objects  as  these  were  sug- 
gested by  the  leader.  No  one  made  the  prayer  for 
the  school — each  one  prayed  himself.  The  spirit  of 
reverent  devotion  and  deepening  spiritual  life  was 
apparent  to  all. 

Prayer  lists  are  valuable  to  the  individual.     Unless 
they  are  written  down  many  objects  of  prayer  are 

likely  to  be  overlooked.  Eliza  Ag- 
Prflvcr  lists 

in  aluable  ^^^  ^^^  ^  thousand  girl  students  in 

Ceylon  to  become  Christians.  She 
had  a  definite  list  and  prayed  for  each  name  each 
week.  A  devoted  missionary  leader  in  America  has 
a  list  of  more  than  four  hundred  for  whom  he  prays 
daily. 

Prayer  cycles  may  be  had  from  the  various  Mission 
Boards.     One  cycle  covers  the  world  by  continents 
and  gives  to  any  one  who  follows  it 
closely  a  fine  avenue  for  the  expendi- 
ture of  his  spiritual  energy.     A  personal  prayer  cal- 
endar may  follow  lines  something  like  these  : 

Sunday :  Pray  for  the  local  community  and  the 
home  land ;  pastors  and  all  church  officials ;  superin- 
tendents, officers  and  teachers  of  the 
calendar^  ^  Sunday -schools ;  leaders  in  ministe- 
rial, missionary,  and  social  service 
work  :  that  the  Word  of  God  may  have  free  access  to 
the  hearts  of  all  men  :  to  the  end  that  believers  may 
be  purified  and  strengthened,  and  that  sinners  may 
be  brought  to  a  saving  knowledge  of  the  Lord  and 
Saviour  Jesus  Christ. 


In  the  Sunday-School  37 

Monday  :  Pray  for  the  workers  of  the  world  :  and 
for  the  new  converts  in  all  lands.  Remember  always 
that  each  new  week  there  are  many  thousands  who 
face  the  world  for  the  first  time  as  Christians. 

Tuesday :  Pray  for  all  in  authority,  and  for  the 
many  agencies  that  are  working  for  the  Christianiza- 
tion  of  the  social  order. 

Wednesday :  Pray  for  the  Church :  and  for  all 
leaders  in  the  diversified  fields  of  church  activity. 

Thursday  :  Pray  for  the  leaders  in  education,  and 
for  all  students. 

Friday  :  Pray  for  the  missionaries,  for  the  mission- 
ary agencies,  and  for  the  mission  fields  at  home  and 
abroad. 

.Saturday  :  Pray  for  the  new  workers  in  the  Lord's 
great  harvest  field,  and  for  all  workers:  that  they 
may  not  grow  weary  in  well  doing. 

With  so  simple  an  outline  one  may  begin  the  life 
of  joyful  intercession,  which  is  ever  enriching  itself 
in  its  practice  of  prayer.  And  then  the  addition  of 
the  multiform  interests  of  the  growing  Christian  life 
will  fill  up  its  measure  of  devotion. 

A  Christian  worker  whose  home  is  in  the  central 

western  states  has  so  planned  his  prayer  life  as  to 

make  his  periods  of  intercession  to 

.  fit  into  the  differences  in  time  be- 

arouad  prayer 

tween  the  various  foreign  fields  and 
the  home  land.  He  discovered  that  when  it  is  six 
o'clock  Saturday  night  in  his  home,  by  reason  of  the 
change  in  time  the  early  Sunday  services  have  already 
begun  in  the  mission  lands  of  eastern  Asia — in  the 
Sunrise  Kingdom,  in  Korea,  in  eastern  China,  in  the 
Philippine  Islands,  in  Borneo,  and  the  like.     And  so 


38         The  Why  and  How  of  Missions 

he  remembers  those  fields  particularly  in  prayer  at 
that  time.  Then  later  on  Saturday  night  as  he  re- 
tires to  rest,  the  Sabbath  has  come  to  India  and 
Ceylon  and  central  Asia,  and  finally  to  the  heart  of 
the  Mohammedan  problem,  and  these  lands  and  ob- 
jects are  upon  his  heart  as  he  intercedes  for  the 
people  in  need.  With  the  first  dawning  of  the  Sun- 
day light  he  recalls  the  lands  where  the  service  of 
praise  and  love  is  being  rendered  :  western  Asia, 
Africa,  and  finally  South  America,  and  other  mis- 
sion fields — and  so  this  worker  follows  God's  day 
from  its  dawning  in  the  far  east  all  the  world  around 
to  its  final  setting  in  the  waters  of  the  sundown  sea 
beyond  Hawaii. 

The  young  man  was  a  reporter  for  a  daily  paper. 

He  had  come  to  the  hotel  for  an  interview,  and  was 

asked  to  what  church  he  belonged. 

«.o««.  h,r  «.-«:«„  He  said  that  he  had  never  united 
prayer  by  praying 

with  any  church,  because  he  did  not 
believe  in  prayer.  *^  Do  you  pray  ?  "  I  asked.  *^  Oh, 
no,  indeed,"  he  said  ;  "I  never  pray  !  You  see  I  do 
not  believe  in  prayer."  I  then  asked,  "  How  do  you 
expect  to  ever  find  out  about  prayer  if  you  never 
pray  ?  "  A  strange  new  light  dawned  in  his  face  as 
he  said,  '*  Do  you  mean  that  you  find  out  about 
prayer  by  praying?"  *'Yes,"  I  said;  ^'you  find 
out  for  yourself  that  the  orange  is  sweet  by  tasting 
it ;  and  you  find  out  about  prayer  by  praying. "  And 
later  that  same  day  he  called  again.  It  was  in  the 
church  now,  and  his  face  fairly  shone  as  he  said, 
exultingly  :  ^^  I  prayed  !  and  everything  is  all  right 
now." 


VI 

THE  AIMS  IN  MISSIONAEY  EDUCATION 

*'  T|  '^^  y^^  teach  missions  in  your  Sunday- 
I  I  school?  "  a  teacher  of  teen  age  boys  was 
fl  Jf  asked  on  a  Sunday  in  which  a  part  of  one 
of  St.  Paul's  journeys  had  been  the  lesson  for  the  day. 
"Oh,  no,  indeed!"  was  the  indignant  reply;  **we 
teach  the  Bible  !  "     Think  of  tracing  upon  the  map 

of  that  early  Christian  world  all  the 
lio'n'fa'th?'  missionary  journeys  of  the  Apostle 

SuLVy-school  ^^"^'    ^^^  ^^^    teaching    missions! 

Why  is  it  considered  in  many 
churches  a  mark  of  Christian  culture  to  be  well 
informed  in  regard  to  that  ancient  missionary  enter- 
prise which  carried  the  Gospel  of  Christ  to  Corinth  ; 
and  yet,  at  the  same  time,  to  be  altogether  ignorant 
as  to  the  modern  missionary  enterprise  which  carries 
the  Gospel  of  Christ  to  China  % 

The  first  great  aim  in  missionary  education  is  to 
discover  to  the  student  the  missionary  character  of 

the  Bible.  In  *'  Some  New  Thoughts 
**-8?narThaV      ^^  ^^  ^^^  Book,"  the  author  shows 

rctTrTthl  BMe      ^^^*^  ''  ^*^  i^  ^^^  ^^^  ^^^^  ^^^  *^^  ^^^■ 
eign  missionary  enterprise  the  world 

would  never  have  had  the  Bible  at  all. "  Every  book 
in  the  New  Testament  is  from  the  pen  of  a  mission- 
ary. The  Old  Testament  itself  was  carried  to  the 
world  by  the  writers  of  the  New  Testament.  The 
Christian  Scriptures  grew  out  of  the  first  foreign  mis- 

39 


40         The  Why  and  How  of  Missions 

sionary  enterprise  of  the  early  Church.  The  New  Tes- 
tament was  written  in  the  field,  and  not  in  the  forum. 

The  missionary  character  of  the  Bible  is  little 
known  to-day.  And  yet  it  is  not  strange  that  it 
should  be  so.  A  recent  six  months'  series  of  lesson 
studies  in  the  Gospel  of  Matthew  omitted  the  Great 
Commission  entirely.  And  even  when  the  Great 
Commission  was  the  central  core  of  a  lesson,  one 
teachers'  help  did  not  treat  it  as  a  missionary  lesson. 
Perhaps  it  was  just  as  well,  for  the  Book  of  Acts  was 
the  solitary  subject  of  Bible  study  for  many  months 
in  165,000  North  American  Sunday-schools,  taught 
to  15,000,000  pupils  by  1,400,000  teachers— and  at 
the  close  of  those  months  of  Bible  study  there  was 
scarcely  an  appreciable  acceleration  of  the  missionary 
pulse.  For  the  mere  knowledge  of  the  letter  of  the 
Word  alone  is  not  enough.  The  spirit  of  missions 
must  breathe  upon  its  pages  the  breath  of  a  kindling 
life.  Missions  is  the  vital  breath  of  the  Word  of  God. 
And  as  the  Christian  Scriptures  found  their  source  in 
that  earlier  missionary  enterprise  of  the  Apostolic 
days,  so  now  the  Bible  finds  its  fuller  illumination  in 
the  modern  missionary  enterprise  that  is  scattering 
abroad  its  leaves  for  the  healing  of  the  nations. 

The  second  great  aim  in  missionary  education  is  to 
discover  to  the  student  the  missionary  nature  of 

Christianity.  Is  it  not  singular  that 
2.  To  discover  ^^  ^^^  ^^^^  ^^^  ^^^  ^^^  Testament 
missionary  na-  ,    *'_  ^   ,  ,  ,      ,       ^  . 

ture  of  Christianity  ^^^  longest  have  shown  the  least  in- 
clination to  share  it  with  the  world. 
The  compelling  missionary  message  of  the  Bible  is  in 
the  New  Testament  and  not  in  the  Old.  The  mis- 
sionary message  of  the  Old  Testament  is  only  fully 


In  the  Sunday-School  41 

discerned  when  read  in  the  light  of  the  New  Testa- 
ment. Missions  is  altogether  vital  to  Christianity. 
When  Christianity  ceases  to  be  missionary  it  ceases 
to  be  Christian.  There  is  a  divine  compulsion  in  the 
Christian  message.  *^We  can  but  speak  the  things 
we  have  seen  and  heard  '^  was  sufficient  warrant  for 
propagating  the  Christian  message  in  the  beginning 
and  it  is  valid  now.  And  that  is  how  it  comes  that 
an  annual  missionary  program  alone  can  never  con- 
vince the  hearer  of  the  sincerity  of  the  leader.  His 
apparent  deep  interest  on  that  one  day  seems  mostly 
feigned.  Since  it  is  quite  impossible  for  any  one  to 
keep  still  about  missions  on  all  the  other  days  in  the 
year  when  he  is  really  mastered  by  the  missionary 
nature  of  Christianity. 

Christianity  is  at  home  in  the  universalities. 
There  is  a  universal  need:  ^^All  have  sinned  and 
come  short  of  the  glory  of  God."  There  is  a  univer- 
sal Saviour  :  ' '  And  if  any  man  sin  we  have  an  Ad- 
vocate with  the  Father,  Jesus  Christ  the  righteous ; 
and  He  is  the  propitiation  for  our  sins,  and  not  for 
ours  only,  but  also  for  the  whole  world."  There 
is  a  universal  redemption:  ''Whosoever  will  may 
come."  "He  is  able  to  save  unto  the  uttermost  all 
who  come  unto  God  by  Him."  "  Him  that  cometh 
unto  Me  I  will  in  no  wise  cast  out."  "For  God  so 
loved  the  world  that  He  gave  His  only  begotten  Son 
that  whosoever  believeth  on  Him  should  not  perish 
but  have  everlasting  life." 

**  There  is  plenteous  redemption 

In  the  blood  that  has  been  shed : 
There  is  joy  for  all  the  nations 
In  the  sorrows  of  the  Head." 


42  The  Why  and  How  of  Missions 

The  third  great  aim  in  missionary  education  is  to 
discover  to  the  student  the  fact  that  the  missionary 
element  is  essential  to  the  Christian 
3.    Missionary  ele=   ^.^^      Missions  is  not  incidental,  but 
meat  essential  to        _      ^  ^  i  j.    i.         rM^  ■  i.-       t    • 

th  CJi  i  tian  life       fundamental  to  true  Christian  living. 

There  is  an  expression  in  frequent 
use  in  the  Church  which  is  altogether  misleading. 
It  is  often  said,  ^'Of  course  you  cannot  all  be  mis- 
sionaries. "  Now  whether  a  follower  of  Jesus  Christ 
goes  as  a  missionary  to  some  foreign  land  or  labors 
in  a  missionary  portion  of  his  native  land,  depends 
wholly  upon  his  fitness  for  the  task  and  upon  the 
providential  leading  of  God.  But  whether  a  believer 
in  Christ  becomes  a  missionary  or  not  is  never  open 
to  choice.  To  be  a  Christian  in  reality  is  to  be  a 
missionary.  A  missionary  is  one  whose  inner  life  is 
transformed  by  the  Spirit  of  God  into  the  image  of 
His  Son  and  whose  outer  life  is  an  expression  of  a 
longing  desire  to  make  the  will  of  God  known  and 
obeyed  among  all  men.  To  such  a  life  there  is  an 
ever  receding  horizon.  The  missionary  faces  life  al- 
ways at  the  dawning.  He  has  discovered  the  mis- 
sionary imperative  in  Christianity.  The  missionary 
is  the  full  sharing  of  all  that  is  finest  with  the 
lowliest  wherever  he  may  be  found.  And  to  simply 
possess  the  treasures  of  divine  grace  makes  one  duty- 
bound  to  give  such  riches  to  all. 

The  fourth  great  aim  in  missionary  education  is  to 
discover  to  the  student  that  the  missionary  is  the 
highest  form  of  Christian  service.  "  Go  ye,  therefore, 
and  make  disciples  of  all  the  nations,  baptizing  them 
into  the  Name  of  the  Father  and  of  the  Son  and  of 
the  Holy  Spirit :  teaching  them  to  observe  all  things 


In  the  Sunday-School  43 

whatsoever  I  commanded  you ;  and  lo,  I  am  with  you 
always,  even  unto  the  end  of  the  world."    Those  are 

the  original  marching  orders  of  the 
t  th?  w"h!!tTrm  Church.  This  Great  Commission  is 
o'f  ChrisUarserX  ^^^^^  ^^ed  as   a  golden  text.    It  is 

more  than  a  golden  text :  it  is  a 
golden  thread  which  runs  throughout  the  warp  and 
woof  of  the  Christian  fabric.  In  the  minds  of  the 
Apostles  the  missionary  was  considered  the  highest 
form  of  Christian  service.  They  attested  their 
loyalty  to  this  idea  by  the  laying  down  of  their  lives. 
*'The  only  one  of  the  twelve  Apostles  who  did  not 
become  a  missionary  became  a  traitor." 

But  what  expectation  is  there  that  the  modern  mes- 
sengers of  the  Christ  will  go  to  lands  of  which  they 

have  not  heard  and  labor  among 
5.  World  knowh  ^qq^Iq  ^j^o^i  they  do  not  know? 
edge  necessary  tt  ^t,        •        i  i  ^ 

How  necessary  then  is  a  knowledge 

of  the  world  and  its  needs,  in  order  that  the  mission- 
ary lands  shall  become  a  field  in  which  a  multitude 
of  devoted  youths  may  give  the  highest  expression  of 
their  Christian  lives. 

Therefore,  the  central  aim  in  missionary  education 
is  not  merely  to  have  a  variety  of  interesting  pro- 
grams, nor  even  to  increase  the  offer- 
Controlling  aim         .j^g^  j^^j.  ^^^^^  ^^  secure  candidates 

educaUon  ^^^  ^^^  mission  fields  :  the  controlling 

aim  in  missionary  education  is  the 
development  of  a  full -orbed  Christian  character  and 
the  expression  of  that  character  in  unselfish  service. 


YII 

MISSIONAEY  EDUCATION  IN  THE  SUNDAY- 
SCHOOL 

MISSION AEY  education  in  the  Sunday- 
school  begins  with  the  Bible.  And  the 
chief  concern  naturally  is  with  the  Bible 
as  a  whole.  Much  Bible  study  is  too  fragmentary  to 
be  of  the  largest  value.  While  gaining  a  certain 
mastery  over  unrelated  Scripture  texts,  still  the  frag- 
mentist  never  comes  to  a  vital  knowl- 
edge of  the  Bible.  To  put  depth  of 
meaning  into  the  finer  study  of  the  Word  of  God  and 
to  give  greater  vitality  to  its  teaching,  is  the  purpose 
of  the  missionary  study  of  the  sacred  Scriptures. 

In  this  part  of  the  missionary  education  program 

interest  centers  altogether  in  the  of&cers  and  teachers 

of  the  Sunday-school.     It  is  all  im- 

Trainlng  the  offi-      portant  that  they  be  given  the  vision 

cers  and  teachers  ^  .        .  i_      .      •    •  m     i-x,  i. 

and  receive  the  training.     To  that 

end  specially  planned  courses  on  the  missionary  mes- 
sage of  the  Bible  are  given  in  connection  with  the 
Workers'  Council.  Such  courses  will  be  arranged 
and  led  by  the  pastor.  *^  God's  Plan  for  World  Ee- 
demption,"  by  Watson,  is  an  outline  study  of  the 
Bible  and  missions  arranged  for  a  series  of  eight 
studies.  A  chapter  in  '^Efficiency  Points,"  by 
Doughty,  is  on  "The  Missionary  Message  of  the 
Bible."  Other  volumes  are:  ''God's  Missionary 
Plan  for  the  World,"  by  Bashford ;  "The  Bible  a 

44 


In  the  Sunday-School  43* 

Missionary  Book,"  by  Horton;  and  *^  Where  the 
Book  Speaks, ''  by  McLean. 

Whenever  the  trained  teacher  catches  the  vision  of 
God's  great  plan  for  the  world,  then  love  and  skill 

will  unite  to  make  the  missionary 
The  teacher  and  jj^gssage  of  the  whole  Bible  appeal- 
missionary  vision      .      ,      .    .         , .        ,       ,,  .,         

iDgly  interesting  to  all  pupils.     The 

supreme  work  of  God  will  then  have  full  right  to  the 
learner's  heart  and  life.  The  missionary  illustration 
of  the  Bible  lessons  will  make  the  old  truths  shine 
forth  with  new  luster.  Such  teachers  will  so  teach 
the  living  Word  as  to  enable  the  scholars  to  see  that 
the  great  deeds  of  God  are  not  all  written  in  past 
tenses  !  So  shall  the  scholars  then  see  that  the  things 
which  Jesus  began  to  do  and  to  teach  are  still  being 
done  by  the  power  of  the  Holy  Spirit  in  the  world  of 
to-day.  For  there  is  no  closing  to  the  Acts  of  the 
Apostles  :  the  wonderful  work  of  God  runs  right 
along  through  the  ages — through  all  the  ages. 

There  are  two  systems  of  lessons  in  wide  use  :  the 
International  Uniform  and  the  International  Graded. 

In  the  Uniform  series  of  Bible  lessons  there  are 
many  opportunities   to  teach  missions.    This  may 

often  be  done  in  the  missionary  illus- 
Missionaryinstruc  ^^^^^^^  ^^  ^^^  ^^^^^^  Frequently, 
tion  in  Uniform  ,  .,  ^     1  4.     ^t      At,    i 

Lessons  however,  the  central  truth  of  the  les- 

son has  so  obvious  a  missionary  bear- 
ing that  the  teaching  of  missions  is  necessary  to  make 
the  meaning  clear. 

The  International  Graded  Lessons  are  designed  to 
meet  the  spiritual  needs  of  the  pupil  as  these  may 
arise  at  each  successive  stage  in  his  developing  life. 
Realizing  the  value  of  missionary  education  in  the 


46         The  Why  and  How  of  Missions 

formation  of  Christian  character,  missionary  lessons 

are  included  in  the  International  Graded  series.     Each 

missionary  lesson  is  based  on  a  Bible 

TntT/JT''''  P^SS^g^-  ^^il®  *^^  C^^^®^*^  ^f  ^any 
Lessons  ^^  *^®  other  lessons  is  clearly  mis- 

sionary, yet  the  teacher  finds  the 
greatest  opportunity  for  teaching  missions  in  these 
wisely  selected  missionary  studies.  As  an  indication 
of  the  richness  of  the  missionary  material  in  the  In- 
ternational Graded  Lessons,  the  suggestive  titles  of  the 
special  missionary  lessons  present  an  interesting  study. 

The  two  years^  Beginners'  Lessons  aim  to  lead  the 
little  child  to  the  Heavenly  Father.  The  Bible 
stories  for  these  years  contain  much 
missionary  material,  notably  in  the 
Christmas  stories.  In  the  lessons  on  ^^  Little  Chil- 
dren as  Helpers''  there  are  splendid  opportunities 
for  teaching  missions. 

In  the  first  year  Primary,  ^*God  the  Father  of 
All,"  ^'Worshipping  God  by  a  Eiver  Side,"  **A 
p  J  Hungry  Woman  Sharing  Her  Bread, ' ' 

'^  A  Captive  Maid  Trying  to  Help," 
and  '^  God's  Gift  to  the  World  "  are  lessons  of  great 
value  for  all  teachers  of  missions. 

In  the  second  year  Primary,  the  Christmas  lessons 
are  especially  fine  for  teaching  the  missionary  mes- 
sage, as  well  as  the  lessons  which  illustrate  Jesus' 
choice  of  helpers,  and  His  relation  to  the  children. 
Distinctive  missionary  lessons  are,  "  Philip,  and  the 
Man  in  the  Chariot,"  ''Peter,  and  the  Eoman  Cap- 
tain," "  The  North  American  Indians  "  (two  lessons), 
*'The  Children  of  the  Cold  North  Land »' and  the 
"Children  of  Cherry  Blossom  Land"  (two  lessons). 


In  the  Sunday- School  47 

For  the  third  year  Primary,  in  addition  to  the 
wealth  of  material  in  the  Christmas  story,  there  is  a 
large  opportunity  for  teaching  missions  in  the  story 
of  the  Good  Samaritan,  and  in  the  death,  resurrec- 
tion and  ascension  of  our  Lord,  the  golden  text  for 
the  ascension  lesson  being  the  Great  Commission. 
Ten  lessons  on  "Two  Messengers  of  Jesus  Doing 
God's  Will"  are  entirely  missionary,  while  the  clos- 
ing lesson  for  the  Primary  course  is  on  "  The  Two 
Great  Commandments"  and  the  memory  verse  is 
*^  Thou  shalt  love  thy  neighbor  as  thyself." 

In  the  Junior  lessons,  the  opportunity  for  mission- 
ary instruction  is  greatly  enhanced,  not  only  by  a  fine 
selection  of  Biblical  material,  but 
also  by  the  introduction  of  mission- 
ary illustrative  material  on  some  of  the  later  followers 
of  our  Lord. 

In  the  second  year  Junior,  the  ascension  lesson  has 
for  its  memory  verse  the  command  to  ' '  preach  the 
Gospel  to  the  whole  creation,"  and  the  lesson  on  the 
"Journey  of  Philip"  has  for  its  memory  verse  the 
command  to  be  "  witnesses  unto  the  uttermost  part  of 
the  earth, "  while  three  lessons  on  Paul  afford  a  fine 
opportunity  for  effective  missionary  instruction. 
Then  follow  these  significant  lessons  : 

"  A  Cobbler  and  a  Map  of  the  World  "—William 
Carey. 

"  Making  the  First  Chinese  Bible  " — Robert  Mor- 
rison. 

"  In  a  Burmese  Prison  " — Adoniram  Judson. 

'  'A  Man  Who  Kept  His  Word '  '—David  Livingstone. 

"  The  Digging  of  the  Well  at  Aniwa  " — John  G. 
Paton. 


48         The  Why  and  How  of  Missions 

**  A  Pioneer  Home  Missionary." 
^*  A  Pioneer  Foreign  Missionary." 

In  the  third  year  Junior,  the  lesson  on  *^The  Signs 
of  Progress  in  our  Country  "  and  the  lesson  on  "The 
Temple  of  Herod  "  with  its  memory  verse  "  My  house 
shall  be  called  a  house  of  prayer  for  all  nations  "  are 
lessons  rich  in  missionary  suggestion. 

In  the  fourth  year  Junior,  third  quarter,  the  lessons 
are  all  taken  from  the  Acts  of  the  Apostles.  Then 
these  missionary  studies  are  followed  with  this  re- 
markable group  of  later  missionary  stories  : 

"The  Formation  of  the  First  Bible  Society^'— 

Mary  Jones  and  Her  Bible. 
"The  Converting  Power  of  the  Gospel" — Eobert 

Moffat  and  Africaner. 
"  The  Supremacy  of  Jehovah  " — Kapiolani  Defies 

the  Fire  Goddess  Pele. 
"  A  Messenger  of  Peace" — John  Williams  and  His 

Good  Ship. 
"The  Ministry  of  Teaching" — Alexander  Duff's 

First  School  in  India. 
"The  Ministry  of  Healing  " — Peter  Parker  "open- 
ing China  at  the  point  of  the  lancet.  '^ 
"The  Power  of  the  Word  of  God  "— Murata  and 

the  Bible  in  Japan. 
"Saving  a  Eace" — Sheldon  Jackson  brings  the 

Eeindeer  to  Alaska. 

In  the  first  year  Intermediate,  the  fourth  quarter  is 

devoted    entirely  to    a  discussion   of   the  religious 

,  .       ...  leaders  in  North  America,  consider- 

Intermediates  ,.  ' 

mg  among  others : 

"  John  Eobinson,  the  Pastor  of  the  Pilgrims." 
"Eoger    Williams,   the    Champion    of  Eeligious 
Liberty." 


In  the  Sunday-School  49 

"John  Eliot,  the  Apostle  to  the  Indians." 
'^William  Penn,  the  Peaceful  Nation  Builder." 
"  Samuel  J.  Mills,  a  Pioneer  Missionary  Hero." 


In  the  second  year  Intermediate,  the  lesson  on 
"Jesus  Inspiring  His  Followers"  is  based  on  the 
missionary  material  in  the  Opening  verses  of  the  Acts. 
Then  follow  eight  lessons  on  "The  Companions  of 
Jesus ' '  as  missionary  workers.  The  second  quarter's 
lessons  are  devoted  entirely  to  the  early  Christian 
leaders,  with  emphasis  upon  their  missionary  labors. 
The  third  quarter's  lessons  include  five  missionary 
lessons  on  the  "Life  of  Paul"  and  seven  lessons  on 
"  Later  Christian  Leaders,"  in  which  there  is  a  lesson 
on  "William  Carey,  the  Founder  of  Modern  Mis- 
sions." The  fourth  quarter's  lessons  of  the  second 
year  Intermediate  are  a  detailed  study  of  the  mission- 
ary labors  of  Alexander  Mackay,  "  Uganda's  White 
Man  of  Work." 

In  the  third  year  Intermediate,  fourth  quarter,  the 
entire  thirteen  lessons  are  taken  from  the  "Life  of 
David  Livingstone." 

In  the  fourth  year  Intermediate,  there  are  many 
lessons  of  large  missionary  significance,  the  more 
distinctive  being  a  lesson  on  "  The  Missionary  Work 
of  the  Church  Throughout  the  World,"  and  two  les- 
sons on  the  Bible  :  "  The  Bible,  its  Source  and  Pur- 
pose "  and  "  The  Bible  in  the  World." 

In  the  first  year  Senior,  twenty-six  lessons  treat  of 
"The  World  as  a  Field  for  Christian  Service."  In 
g    .  addition  to  the  important  missionary 

truth  which  is  found  in  many  lessons, 
the  lessons  on  "The  Pathfinders  of  the  Frontier," 
"The  Ministers  of  Healing  "  and  "  Christian  Leaders 


50         The  Why  and  How  of  Missions 

in  Every  Laud  "  are  strategic  opportunities  for  defi- 
nite missionary  instruction. 

Tlie  third  year  Senior  is  a  rapid  survey  of  the  his- 
tory of  the  New  Testament  times  and  most  of  the  les- 
sons contain  material  that  is  distinctively  missionary, 
notably  the  lessons  on  ''  The  Gospel  in  Samaria/^ 
*'The  Gospel  to  God-Fearing  Gentiles,"  "The  Con- 
version of  Paul,"  "The  Gospel  in  Antioch  "  and  the 
three  lessons  which  illustrate  how  "  Christianity  was 
Established  Among  the  Gentiles."  In  the  third 
quarter,  the  lessons  on  "The  First  History  of  the 
Christian  Church  "  and  "  The  Messages  of  the  Living 
Christ,'^  together  with  "The  World  Vision"  and 
"The  Church  an  Abiding  Force  "  make  possible  a 
strong  missionary  education  program. 

In  the  fourth  year  Senior  there  are  alternative 
courses,  the  one  course  treating  of  "The  Bible  and 
Social  Living  "  in  which  the  thought  is  emphasized 
that  every  Christian  is  a  missionary ;  while  in  the 
other  course,  "The  Spirit  of  Christ  Transforming 
the  World,"  there  is  a  study  of  the  missionary  pro- 
gram of  the  Kingdom  of  God  from  the  founding  of 
the  Church  in  Jerusalem  until  the  present  time — the 
first  quarterns  lessons  covering  the  first  eight  centu- 
ries of  the  Christian  era  j  the  second  quarter,  the 
Middle  Ages  and  the  Eeformation  ;  the  third  quarter, 
the  modern  age  of  expansion  ;  the  fourth  quarter,  the 
Spirit  of  Christ  in  modern  life. 

In  schools  where  it  is  not  possible  to  have  the 
International  Graded  Lessons,  supplemental  mission 
studies  may  be  used  in  connection  with  the  Uniform 
Lessons. 


VIII 

ADDITIONAL  METHODS  IN  MISSION AEY 
EDUCATION 

APEOFOUND  missionary  impression  is  often 
made  in  a  seemingly  incidental  way.  The 
reading  of  a  letter  from  a  missionary  in  the 
Sunday-school  by  the  superintendent  led  James  Chal- 
mers as  a  lad  of  fifteen  to  dedicate  his  life  to  missions 
in  New  Guinea.  The  sight  of  a  comparative  chart 
showing  the  dearth  of  physicians  in 
At  sundry  times       ^^^  foreign  field  led  Dr.  Forsythe  as 

a  medical  missionary  to  Korea.  The 
manners  .„     .     ..       ^^ 

display  of  a  diagram  illustrating  the 

few  Christians  in  heathen  lands  led  a  little  boy  to 

pledge  his  life  to  Jesus,  and  in  later  years  his  gifts  of 

many  thousands  to  the  missionary  enterprise  bore 

testimony  to  the  fidelity  of  his  Christian  life. 

The  opening  period  of  worship  in  the  school  or 

department  offer  an  occasion  of  rare  value  for  the 

informal  methods  of  missionary  in- 
School  missionary  gtj,^ction.  The  wealth  of  missionary 
programs  ^  ,      i  t 

suggestions    for    program     building 

makes  it  altogether  possible  for  every  Sunday  pro- 
gram to  carry  some  definite  missionary  impression. 

The  Scripture  reading  in  each  Sunday's  program 
affords  an  opportunity  to  drill  the  school  on  the  mis- 
sionary sections  of  the  Bible.  Make  a  beginning  by 
emphasizing  the  missionary  message  in  the  Christmas 

51 


52         The  Why  and  How  of  Missions 

story  and  in  the  song  of  the  angels  which  heralded 
the  birth  of  the  world's  Eedeemer.     The  pupils  will 

search  the  Scriptures  diligently  to 
Missionary  /i     i      i  i  .... 

Scripture  readings  ^^^  phrases  and  passages  and  inci- 
dents which  teach  the  fact  of  Christ's 
death  for  all  and  of  His  eager  willingness  to  save  every 
one.  An  antiphonal  reading  of  the  twenty-fourth 
Psalm  by  pupils  selected  well  in  advance  is  a  fine 
way  to  bring  out  its  rare  beauty,  and  this  Psalm  may 
rightly  represent  the  return  to  glory  of  the  Lord 
Jesus,  the  captain  of  our  salvation,  after  haviog  com- 
pleted the  redemption  of  the  world.  The  Bible  is  the 
missionary's  book  as  well  as  the  missionary  book. 
Have  a  boy  tell  the  story  of  Livingstone's  last  night 
at  home  before  sailing  for  Africa,  and  then  have 
another  boy  read  from  memory  the  '^Traveller's 
Psalm"  (Psalm  cxxi.)  which  was  read  at  their 
family  altar. 

A  missionary  map  drill  locating  the  principal  mis- 
sion stations  is  exceedingly  profitable.     Sometimes 
the   Church's    mission    stations  are 

.    .  indicated  by  stars  with  the  mission- 

missions  ^ 

aries'  names  upon  them.  Again  tiny 
ribbons  run  from  the  local  church  to  the  fields  of  spe- 
cial interest.  One  church  illuminated  the  points  in 
the  mission  fields  where  members  of  their  church 
were  working  by  electric  lights  upon  a  large  world 
map  which  hung  in  the  auditorium  just  over  the  pul- 
pit. An  electrician  in  the  young  men's  class  orig- 
inated the  idea.  The  touch  of  genius  in  the  plan, 
however,  is  in  the  fact  that  the  lights  on  the  map 
were  so  connected  with  the  main  current  to  the  audi- 
torium that  no  lights  could  at  all  be  turned  on  in  the 


In  the  Sunday-School  53 

church  without   lighting  the  globes  on  the  world 

map. 

The  posting  on  the  bulletin-board  of  missionary 
news  in  current  events,  the  hanging  of  charts,  and 

posters  before  the  school,  the  display 
Othej  suggestive  ^^  pictures,  curios,  and  objects-all 
^*^^  have   educational  value.     And    the 

most  meager  material  and  the  least  significant  method 
are  not  to  be  despised.  No  one  method  appeals  with 
equal  force  to  all.  So  variety  is  necessary  in  the 
missionary  plans.  Stories  and  pictures  make  the 
most  lasting  impression  always,  and  missionary  lit- 
erature is  full  of  the  finest  stories,  while  a  picture 
can  be  secured  to  illustrate  almost  any  incident  in 
missionary  work. 

The  names  of  the  Cradle  EoU  members  can  be 
secured  for  membership  in  the  Little  Light  Bearers 

and  kindred  organizations,  and 
Cradle  Roll  and  Be-  ^i^pQ^gi^  this  missionary  approach  a 
^iTopSr/"'  missionary  atmospheremay  be  thrown 

about  the  child  in  the  home.  Stories 
contrasting  the  care  of  little  children  in  Christian  and 
in  non-Christian  lands,  told  by  the  Cradle  Roll 
Superintendent  and  her  helpers  in  their  visits  to  the 
home,  will  awaken  deep  interest  in  the  needs  of  the 
little  ones  so  far  outside  the  sheltering  care  of  the 
Good  Shepherd.  In  the  Beginners'  Department 
simplest  missionary  stories  of  the  other  children  are 
always  interesting  and  educational,  and  are  used  to 
good  advantage. 

The  range  of  experience  of  the  children  in  the 
Primary  Department  is  greatly  enlarged  beyond  that 
of  the  little  beginner,  and  consequently  the  mission- 


54         The  Why  and  How  of  Missions 

ary  educational  opportunity  begins  now  in  real  ear- 
nest.    The  instruction  at  this  period  is  by  stories, 
pictures,  and  objects.     Three  object 

Department  American  Indian  are  adapted  to  this 

age.  Each  box  sells  for  a  dollar  and 
a  half  and  can  be  had  from  any  Mission  Board, 
Pictures  can  be  collected  from  current  missionary 
publications  and  from  tourist  guides,  railway  and 
steamship  advertisements,  and  the  announcements  of 
world  tours. 

Missionary  biographies  literally  teem  with  stories 
which  can  be  used  in  the  work  with  children.  As 
suggestive  of  possible  stories  and  their  sources  take 
''Camping  in  the  Snow"  in  ''By  Canoe  and  Dog 
Train";  or  "The  Sinking  of  the  Well"  in  "The 
Story  of  John  G.  Paton";  or  "White  Arm,"  a 
pamphlet  of  the  Baptist  Home  Missionary  Society ;  or 
"  At  the  Court  of  Mutesa  "  in  "  The  Story  of  Mackay 
of  Uganda. "  The  pioneers  in  Home  Missions  like 
Marcus  Whitman  and  Edgerton  E.  Young,  together 
with  the  representative  foreign  missionaries  like 
David  Livingstone  and  Jacob  Chamberlain,  furnish  a 
fund  of  most  effective  stories.  Descriptive  stories  of 
children  and  of  child  life  in  mission  lands  may  be 
found  in  "Seven  Little  Sisters"  and  "Each  and 
All "  by  Jane  Andrews,  and  in  "  Child  Life  in  Mis- 
sion Lands ' '  by  Diffendorfer.  ' '  The  Great  Big 
World  "  is  a  missionary  walk  in  the  famous  Loudon 
zoo.  A  unique  method  has  been  developed  for  teach- 
ing missions  every  Sunday  in  the  Primary  Depart- 
ment. The  method  employs  two  lesson  periods  each 
Sunday.     Mrs.  Ealph  Gaw,  Topeka,  Kas.,  originated 


In  the  Sunday-School  55 

the  plan  and  has  developed  the  idea  into  the  book 
called  <' God's  Family." 

No  list  of  available  materials  could  be  exhaustive. 
All  missionary  equipment  can  be  used  again  and 
again,  for  the  Primary  Department  is  made  new  every 

three  years. 

With   the  Junior  Department  a  totally  different 

world  comes  into  view.     The  boy  and  the  girl  are  now 

approaching    adolescence.      Juniors 

Missionary  educa-     ^^^   -^  ^j^^  golden  memory  period. 

oli^tmen/"'"  They  are  entering  into  the  hero- 
worshipping  age.  Now  deeds — par- 
ticularly deeds  of  daring— make  their  memorable  ap- 
peals. The  Junior  age  from  nine  to  twelve  is  the 
time  of  all  times  for  the  forming  of  right  habits  and 
right  attitudes.  For  that  which  is  wanted  to  come 
out  in  fullest  fruition  in  mature  life  must  be  largely 
planted  in  this  spring  time  of  the  soul  when  life  is 
tremulously  approaching  young  manhood  and  young 
womanhood. 

The  history  and  the  geography  of  missions  may  be 
taught  to  Juniors.  The  customs  and  manners  of  the 
people  in  the  unevangelized  lands  will  prove  a  source 
of  never  failing  interest.  Their  interest  will  be 
quickly  aroused  by  the  use  of  maps  and  charts,  dia- 
grams, pictures,  curios — anything  to  see,  for  the 
Juniors  are  all  eyes.  Missionary  books  of  adventure, 
biography  and  travel  are  eagerly  read.  A  small  group 
of  Junior  boys  read  seventy-five  missionary  books 
during  one  spring  term.  The  Junior's  interest  in 
great  stories  never  wanes,  especially  when  they  are 
true  stories  and  full  of  daring.  Now  stories  like 
David  Livingstone's  adventure  with  the  lion,  and 


56  The  Why  and  How  of  Missions 

Jacob  Chamberlain's  encounter  with  a  snake  are  rel- 
ished with  keenest  delight. 

On  that  night  there  was  to  be  an  illustrated  lecture 
on  a  mission  land  by  a  fascinating  speaker,  and  the 
Junior  asked  his  mother  if  he  might  go,  and  she 
answered,  **No,  you  will  have  plenty  of  chances  to 
see  things  like  that  when  you  are  older. "  He  may 
have  the  ^*  plenty  of  chances  "  but  not  in  all  later  life 
would  that  lecture  ever  make  so  indelible  an  impres- 
sion upon  his  mind.  We  mostly  wait  until  it  is  too 
late,  and  then  we  try  to  do  with  difficulty  in  later  life 
what  we  could  have  done  so  easily  when  he  was 
younger.  In  the  spring  there  is  such  a  wealth  of 
blossoms  on  the  trees.  No  tree  could  ever  bear  up 
under  the  burden  if  every  blossom  bore  fruit.  And 
when  the  tree  is  all  aglow  with  the  glory  of  the  fully 
opened  blossoms  no  one  can  tell  which  of  the  blossoms 
will  bear  the  best  fruit.  And  some  of  the  blossoms 
will  not  bear  any  fruit  at  all.  And  yet  there  could 
be  no  fruit  without  blossoms.  Impressions  are  the 
blossoming  buds  of  promise  for  future  living.  Oh, 
slow  of  heart  to  learn  the  lesson  of  the  spring  !  Not 
all  the  Junior  missionary  impressions  will  come  to 
full  fruition,  but  some  will !  And  many  of  the  master 
missionaries  of  the  world  received  their  profoundest 
missionary  impression  in  the  early  Junior  age — in 
the  spring  time  of  the  soul. 

Everybody  likes  the  pretty  ways  of  little  children, 
and  there  is  much  to  be  admired  in  the  full-orbed 
face  of  young  men  and  maidens.  But  who  is  there 
daring  enough  to  proclaim  his  fondness  for  those  bois- 
terous years  of  early  adolescence — those  troublesome 
years  from  thirteen  to  fifteen?    And  yet  in  these 


In  the  Sunday-School  57 

very  wonderful  years  life  is  getting  ready  to  take  its 
final  set.  That  is  why  there  is  such  hunger  for  hero- 
isms. Life  is  looking  for  a  pattern. 
Missionary  educa-  j^  ^^^^^  ^^^^  ^^^  ^-  e^^^^gh  and 
tion  for  early  ,  ,     ,  .      •. 

adolescents  hrSLYQ  enough  to  measure  up  to  its 

ideal  of  a  hero.  Its  love  for  the 
heroic  falls  but  little  short  of  worship.  Now  what 
sort  of  heroes  are  we  setting  before  these  earnest 
seekers  after  the  ideal  1  In  the  years  before  the  Liv- 
ingstone Centennial  a  portrait  of  the  great  missionary 
was  held  before  widely  separated  groups  of  Sunday- 
school  workers  and  scholars  and  among  the  nearly 
ten  thousand  there  were  only  three  who  knew  the 
face  of  David  Livingstone,  while  in  all  that  number 
there  was  not  one  who  failed  to  recognize  the  face  of 
the  champion  prize-fighter.  Who  is  to  blame  if  the 
hero-worshippers  of  this  early  adolescent  age  are 
forced  to  find  their  heroes  mostly  in  the  sporting 
pages  of  the  big  daily  papers'?  But  is  missionary 
life  thrilling  enough  to  interest  boys  of  the  tumultu- 
ously  boisterous  years  of  early  adolescence  ? 

The  two  brothers  were  playing  in  their  large  yard, 
when  suddenly  the  yard  became  too  small  for  the  two 
boys  at  the  same  time — seeing  that  they  were  brothers. 
So  the  older  boy  had  to  come  indoors,  and  for  pun- 
ishment he  was  sent  into  the  sitting-room  to  read. 
In  an  indifferent  mood  he  picked  up  a  new  book  ly- 
ing on  the  center  table  and  began  to  read.  The  yard 
which  was  too  small  for  two  boys  was  very  large  for 
one  boy,  playing  all  alone.  And  soon  a  face  peered 
in  at  the  open  window  and  a  coaxing  voice  said, 
*^  Come  on  out  and  play."  But  there  was  no  word 
from  the  reader,  sitting  in  the  Morris  chair,  with  his 


58         The  Why  and  How  of  Missions 

face  buried  deeply  in  the  new  book.  A  bit  later  the 
face  appeared  at  the  window  again,  and  the  voice  in 
tones  of  suggested  mystery  which  had  never  failed 
called,  ^*  Come  on  out.  I  have  something  to  show 
you  !  "  And  yet  again  no  word  from  the  absorbed 
reader.  This  was  altogether  too  much  for  the 
younger  brother,  and  he  slipped  into  the  room  and 
asked  eagerly,  ^^What  are  you  reading?"  And 
now  he  heard  the  magic  words,  *'The  story  of  a 
black  king  !  '^  And  the  younger  brother  slipped  in 
beside  his  brother  into  the  Morris  chair,  and  while 
the  large  yard  had  not  been  big  enough  for  the  two 
boys  at  the  same  time,  now  a  Morris  chair  can  hold 
them  both  when  they  are  intently  reading  the  fasci- 
nating story  of  a  newspaper  man's  interview  with  an 
African  king.  And  later  when  the  mother  called 
supper,  both  boys  answered  back,  hungry  as  they 
were,  ^^  Wait  a  minute.  Ma ;  ^til  we  finish  this  chaj)- 
ter  !  "  You  have  never  read  ^'  Uganda's  White  Man 
of  Work  "  ?  Eead  it,  and  then  you  will  understand 
why  these  two  boys  could  not  let  go  of  it. 

The  opportunity  for  a  most  valuable  type  of  mis- 
sionary education  really  reaches  its  climax  in  the 
years  between   sixteen  and  twenty. 

ss  onary  e  uca-     rpj^^gg  ^ge  limits  mark  the  period  in 

pQQplQ  life  when  interest  centers  in  others, 

especially  in  another.  It  is  at  this 
time  that  lifers  lasting  decisions  are  mostly  made  and 
life's  habits  have  a  strong  tendency  to  become  fixed. 
Interests  vary  greatly,  and  concern  every  phase  of 
their  fourfold  developing  lives.  Young  folks  are 
interested  in  the  why  of  things.  Historical  studies 
are    particularly    attractive.      And  because  life  to 


In  the  Sunday-School  59 

thinking  youths  is  so  complex  and  problematical, 
they  are  drawn  irresistibly  to  such  biographical 
studies  as  '* Servants  of  the  King,"  and  "Comrades 
in  Service,"  which  tell  how  others  met  their  diffi- 
culties and  mastered  them.  An  outstanding  charac- 
teristic of  these  years  is  the  overmastering  desire  to 
be  of  service  in  the  world.  So  young  folks  who  are 
really  alive  will  never  be  content  to  sit  in  the  pews 
of  the  church  and  do  nothing.  After  all  this  inner 
constraint  which  drives  them  to  work  is  the  saving 
factor  in  their  lives. 

A  new  day  has  dawned  in  the  Adult  Division  of 
the  Sunday-school.     The  organization  of  sixty  thou- 
sand Adult  Bible  Classes  in  recent 
Missionary  educa-  ^^^  ^^^  ingathering  of  millions 

tion  for  adults  "^^  ,         •    ,  .  ..1 

of  new  members  is  big  with  promise 

for  the  future.  In  the  standard  plan  of  organization 
for  the  Adult  Bible  Class  there  is  provision  for  the 
appointment  of  a  class  missionary  committee  and  in 
the  Adult  Bible  Class  program  of  service  there  is  an 
opportunity  for  missionary  instruction  and  a  mis- 
sionary offering.  Missionary  programs  are  planned 
around  the  definite  objects  supported  by  the  class. 
The  discussion  group  is  a  type  of  mission  study  de- 
veloped by  the  Laymen's  Missionary  Movement  that 
appeals  strongly  to  men.  There  is  a  great  range  of 
mission  study  text-books  for  adult  classes  on  subjects 
covering  in  the  main  all  of  the  principal  mission 
fields. 

The  Mission  Study  Class  is  a  form  of  missionary 
education  which  has  been  exceedingly  fruitful.  The 
first  courses  were  projected  by  the  Student  Volunteer 
Movement   and  the  plan  of  mission  study  in  colleges 


6o         The  Why  and  How  of  Missions 

is  so  successful  that  there  are  now  classes  in  all  lead- 
ing institutions  of  higher  learning.  Later  courses 
were  prepared  for  the  Mission 
sJud^Class  Boards    of    North    America    under 

the  auspices  of  the  Missionary  Edu- 
cation Movement,  and  the  total  sales  of  these  books 
now  exceed  several  million  copies. 

The  Mission  Study  Class  in  the  church  and  Sun- 
day-school is  usually  composed  of  a  small  group  of 
from  six  to  twelve.  The  class  sessions  are  one  hour 
long.  The  courses  of  study  are  so  planned  as  to  be 
completed  in  a  period  of  eight  weeks,  meeting  one 
night  a  week.  Helps  for  the  class  leaders  are  pro- 
vided on  each  of  the  representative  text- books.  Mis- 
sion Study  courses  are  prepared  for  the  adolescent  as 
well  as  for  the  adult. 

New  courses  in  mission  study  are  being  published 
every  year.  Women's  classes  will  be  interested  in 
the  attractive  courses  edited  by  the  study  committee 
of  the  Women's  Boards.  The  Laymen's  Missionary 
Movement  publishes  courses  that  are  of  special  inter- 
est to  men. 

In  addition  to  the  many  courses  on  the  clearly  out- 
standing mission  fields  the  various  phases  of  the  home 
mission  problem  is  covered  in  such  suggestive  courses 
as  the  city,  the  country,  the  frontier,  the  foreign- 
speaking  people  and  the  like. 

For  the  through-the-week  session  of  a  class,  there 
is  no  line  of  investigation  of  greater  value  than  one 
of  these  profitable  short  courses  in  mission  study.  A 
** Mission  Study  Class  Manual"  contains  complete 
instructions  on  the  organization  and  the  conduct  of  a 
Mission  Study  Class. 


IX 
MISSIONAEY  ATMOSPHEEE 

A  MOTHER  in  England  was  at  a  loss  to  un- 
derstand why  all  her  sons  had  followed  the 
sea  when  their  home  had  been  far  inland 
and  there  had  been  no  seaman  in  their  immediate 
family  nor  among  their  intimate  friends.  For  com- 
fort in  her  loneliness  she  turned  to  the  kindly  rector 

„,.  ....        of  the  village  church  who  noticed 
What  made  sailors  ,  ^        ,    . ,       ,  ^   .,  • 

of  the  lads  ^^  ^  entered  the  home  a  striking 

oil  painting  just  over  the  open  fire- 
place, depicting  a  great  ship  at  sea,  with  the  brightly 
uniformed  captain  on  the  bridge  in  full  command. 
"  How  long  has  that  picture  been  above  the  mantel  ?  " 
inquired  the  rector.  * '  The  painting  was  a  wedding 
gift,"  the  mother  replied,  ''and  has  always  been  in 
the  living-room  of  our  home. "  ^ '  That  picture, ' '  said 
the  rector,  ''has  made  sailors  out  of  all  your  sons.^' 

' '  Why  are  there  no  flowers  in  this  valley  ? ' '  the  visitor 
asked ;  and  he  was  told  that  the  fumes  from  the  smelter 
so  poisoned  the  air  that  no  flowers  could  grow  there. 
Which  can  you  live  the  longest  without :  food, 
water,  or  air?  Even  so  the  creating  and  the  sustain- 
ing of  a  rightly  conditioned  mission - 
The  importance  ,  ,  •      x«  i   j.-       • 

,    ,   ,  arv  atmosphere  is  of  superlative  im- 

of  missionary  "^  ^  ,       ,      %.r 

atmosphere  portance  to  the  school.     Many  things 

of  grave  import  are  sooner  caught 
than  taught.  It  is  in  the  air  :  and  air  always  condi- 
tions life  and  growth. 

6i 


62  The  Why  and  How  of  Missions 

John  had  become  a  student  volunteer  at  college. 
The  announcement  of  his  decision  created  no  little 
stir  in  the  home  church.  His  home-coming  was 
looked  forward  to  with  eager  anticipation.  What 
changes  would  the  decision  make  in  his  life?  '^I 
thought  he  would  hold  to  it  for  only  a  short  while/' 
the  deacon  afterwards  said.  *'  The  first  two  weeks  he 
appeared  deeply  in  earnest,  but  he  has  not  mentioned 
missions  now  for  months,  and  I  rather  reckon  that 
he  has  forgotten  all  about  if  And  the  deacon  sup- 
posed that  he  was  talking  about  John,  but  he  really 
was  giving  a  perfect  picture  of  the  dearth  of  mission- 
ary interest  in  his  church.  There  was  so  little  mis- 
sionary air  in  the  church  that  John's  missionary 
enthusiasm  was  wholly  suffocated  in  two  weeks. 

Missionary  atmosphere    is    a    potent  educational 

force.     Because  its  influence  is  so  often  silent  and 

unobtrusive  it  is  all  the  more  power- 
Atmosphere  ^1         A         i.  T    •  i. 

.     .,     , .  ful.     A  vitalizing  missionary  atmos- 

educational  force  ^  *' 

phere  is  easily  created.  Missionary 
materials  and  accessories  may  be  used  in  a  telling 
way  in  the  decorations  of  the  room.  Otherwise  bar- 
ren walls  are  thus  made  to  bear  a  message  of  great 
import.  The  flags  of  the  nations  always  make  a  fine 
decorative  scheme  and  carry  an  effective  missionary 
suggestion.  Put  all  the  flags  in.  In  the  war  between 
Russia  and  Japan  a  missionary  attempted  to  leave  out 
the  flag  of  Russia  from  among  the  flags  of  the  nations 
with  which  a  Japanese  church  was  to  be  decorated  for 
the  Christmas  program.  A  native  convert  saw  the 
action  of  the  missionary,  and  said  quickly,  ^' Put  in 
the  flag  of  Russia  too,  for  Christians  should  love  all 
men."    That  sentiment  is  in  beautiful  contrast  to  the 


In  the  Sunday-School  63 

brutal  spirit  of  the  world  war  in  which  even  truces 
were  refused  for  the  burial  of  the  dead  and  the  succor 
of  the  wounded. 

The  missionary  map  of  the  world  hung  over  the 
platform  conveys  a  sense  of  the  bigness  of  the  mis- 
sionary undertaking  and  emphasizes 
the  unfinished  task  of  the  Church. 
Mural  tablets  commemorative  of  missionary  events 
of  local  import,  or  noting  the  life  story  of  the  faithful 

servants  of  the  Christ  are  especially 
Missionary  events  ,      ,  i         r^^        ,  i     ,.  i. 

valuable.  Church  people  have  alto- 
gether too  short  memories  for  the  good  deeds  of  their 
fellow  members. 

A  winning  missionary  environment  is  easily  formed 
by  the  use  of  missionary  portraits,  pictures,  sayings, 
and  mottoes. 

The  frequency  of  missionary  programs,  days  and 
events  will  be  determined  by  the  general  program 

of  the  school.  Above  the  apparent 
Missionary  ....         i        •     -u  4-    i-t, 

intrinsic  value  m  these  events  them- 
programs 

selves  is  their  worth  in  the  creating  of 
missionary  atmosphere  which  is  so  vital  to  the  finest 
development  of  the  missionary  life  of  the  school.  The 
right  use  of  the  visits  of  missionaries,  the  presence  of 
student  volunteers,  definite  missionary  petitions  in 
prayer,  the  singing  of  missionary  songs,  the  use  of 
missionary  stories  and  incidents  are  fine  aids  in  main- 
taining a  strong  missionary  spirit  and  interest  in  the 
school. 

The  salute  to  the  Christian  flag  is  an  exercise  in 
which  the  whole  school  can  participate.  The  Chris- 
tian flag  is  snow  white  with  the  red  cross  on  a  field  of 
blue.     The  colors  are  most  appropriate.     The  white 


64         The  Why  and  How  of  Missions 

stands  for  the  purity  of  the  Christian  life,  the  blue 

for  loyalty,  and  the  red  for  sacrificial  courage.     The 

„,    „       ,  salute  to  the  Christian  flag  is  fre- 

The  flag  salute  .,  ^    .  4^-  .-i. 

quently  used  in  connection  with  a 

salute  to  the  national  colors.  The  following  is  a 
salute  to  the  American  flag  which  is  commonly  used  : 
**I  pledge  allegiance  to  my  flag,  and  to  the  Eepublic 
for  which  it  stands — one  nation,  indivisible,  with 
liberty  and  justice  for  all. "  A  stanza  of  the  national 
anthem  is  then  sung.  The  salute  to  the  Christian 
flag  is  as  follows:  "I  pledge  allegiance  to  my  flag, 
and  to  the  Saviour  for  whose  Kingdom  it  stands — one 
brotherhood,  unitiug  all  mankind  in  service  and 
love."  A  verse  of  "Fling  Out  the  Banner'^  con- 
cludes the  exercise. 

By  far  the  greatest  factor  in  making  a  vital  mis- 
sionary  atmosphere    is  the  attitude  that  is  taken 

towards  missions  by  the  officers  and 
Missionary  atti-  teachers  in  the  school.  The  Mission- 
tude  of  Sunday  ^  .  .  ,      ,  ^ 

scliool  leaders  ^^^    Committee  is  to  seek  through 

conference  and  prayer  to  lead  all  Sun- 
day-school workers  to  have  a  favoring  personal  bear- 
ing towards  missions,  and  to  cultivate  in  them  those 
encouraging  missionary  attitudes  which  will  enable 
them  to  heartily  support  all  missionary  endeavors. 


X 

SUGGESTIVE  WAYS  OF  WOEKING 

WHILE  missionary  materials  are  the  tools 
of  the  Missionary  Committee,  yet  the  most 
successful  campaigns  of  missionary  edu- 
cation, prayer  and  service  do  not  require  an  expen- 
sive nor  an  elaborate  equipment.  The  chief  equip- 
ment of  the  Missionary  Committee  is  a  will — the  will 
that  finds  a  way  !  Missionary  meth- 
Elaborate  equip-  ^^^  ^^^  ^^  adaptable  and  so  much  of 
ment  unnecessary      , .  .     •  i  .    ,  ^    .  i    ^ 

the  material  is  home-made  that  even 

the  larger  plans  are  brought  within  easy  reach  of  the 
smaller  schools.  It  is  well  to  remember  the  A  B  C  of 
all  really  fruitful  Missionary  Committee  work  ; 

-Advance  upon  your  knees. 

^e  sure  you  know  what  you  want  to  do. 

Confer  freely  with  the  pastor  and  superintendent. 

And  this  is  the  Eule  of  Three  in  successful  Mission- 
ary Committee  activities : 

1.  Plan  one  thing  at  a  time. 

2.  Do  not  try  to  do  it  all  at  once. 

3.  Use  other  people  almost  altogether. 

The  Missionary  Committee  will  find  the  following 
suggestive  hints  to  be  a  helpful  guide  along  the  way  : 

Push  the  missionary  reading  campaigns. 

Take   advantage  of  local  papers  for  missionary 
reports. 

65 


66         The  Why  and  How  of  Missions 

Pat  a  bit  of  missionary  information  on  the  church 
calendar. 

Seed  the  Sunday-school  to  missionary  literature  on 
prayer  and  giving. 

Press  insistently  for  graded  missionary  instruction 
in  every  department. 

Use  blackboards  extensively  and  have  a  bulletin- 
board  for  missionary  purposes. 

Have  a  missionary  map  of  the  world  as  well  as 
maps  of  the  fields  your  own  church  supports. 

Make  large  use  of  missionary  pictures,  portraits, 
diagrams,  charts, — secured  at  no  expense  ex- 
cept pains. 

Look  well  to  the  expressional  side  of  the  mission- 
ary educational  campaigns.  Greater  freedom 
in  prayer,  increased  giving,  deeper  devotion 
to  local  community  missionary  enterprises, 
more  loyal  support  of  the  church,  and  the  offer- 
ing of  lives  are  the  ends  for  which  the  mission- 
ary education  campaign  is  but  the  means. 

A  five-cent  booklet  by  Joseph  Clark,  '*  The  Smoke 
of  a  Thousand  Villages,'^  should  be  read  by  all  offi- 
cers and  teachers.  It  is  a  splendid  presentation  of 
missions  in  the  Sunday-school.  It  is  published  by 
the  Missionary  Education  Movement. 

In  addition  to  the  many  leaflet  suggestions  circu- 
lated freely  by  the  Home  and  Foreign  Mission  Boards 
and  by  the  Sunday-school  associa- 
BooksonmissJoii^    tions,  there  are  books  of  methods 
ary  methods  ..  I  .        .      .1     j^ 

which  are  invaluable  for  missionary 

workers : 

^^  Missionary  Education  in  the  Sunday-School." — 
Diffendorfer. 

*' Missionary  Methods  for  Sunday  School  Work- 
ers."—Trull. 


In  the  Sunday-School  67 

"  Fuel  for  Missionary  Fires." — Brain. 

^*  Church  Finance." — Agar. 

**  Missions  in  the  Sunday-School." — Hixson. 

"  Holding  the  Eopes." — Brain. 

The  Missionary  Committee  should  be  familiar  with 

the  addresses  of  the  denominational  Home  and  For- 

„,   ,     „     ^  eign  Mission  Boards,  and  should  be 

Mission  Boards  .  .  1  .  ,     , 

m  regular  correspondence  with  these 

mighty  agencies  of  the  churches  for  promoting  the 
extension  and  for  hastening  the  coming  of  the  King- 
dom of  God  into  all  the  world.  The  important 
Boards  have  educational  departments  and  these  are 
conducted  by  trained  leaders.  Since  the  circle  of 
missionary  knowledge  is  being  enriched  constantly 
by  the  publication  of  missionary  books  and  by  the 
editing  of  missionary  programs  it  is  only  by  frequent 
correspondence  with  the  various  Boards  that  the 
Missionary  Committee  can  hope  to  keep  abreast  of 
the  new  materials  in  missionary  education  and  of  the 
new  plans  for  missionary  service. 

Some  exceedingly  important  lines  of  missionary 

service  are  carried  on  by  one  society  alone.     These 

societies  are  both  denominational  and 

Other  mission-  interdenominational.  To  the  fullest 
ary  agencies 

extent  of  their  ability  the  Missionary 

Committee  ought  to  know  about  these  worthy  mis- 
sionary organizations. 

Additional  missionary  agencies  with  which  all  mis- 
sionary leaders  ought  to  be  familiar  are  : 

American  Bible  Society,  Bible  House,  New  York. 
British  and  Foreign  Bible  Society,  Canadian  Aux- 
iliary, Toronto,  Canada. 


68         The  Why  and  How  of  Missions 

Laymen's  Missionary  Movement,  1  Madison  Ave., 

New  York. 
Missionary  Education  Movement,  156  Fifth  Ave., 

New  York. 

Student  Volunteer  Movement  for  Foreign  Missions, 
25  Madison  Ave.,  New  York. 

Charts  can  be  produced  in  endless  variety.     They 

tell  the  story  of  missions  in  ways  that  are  not  easily 

„,   ,  .    ,      forgotten.     All  the  outstandiner  and 

Missionary  charts      .,..,.        n    ^      n     -     •  u 

the  striking  facts  of  missions  can  be 

presented  in  this  graphic  and  pictorial  fashion.     The 

extent,  the  relative  populations,  the  illiteracy  and 

the  like  of  the  foreign  fields  make  effective  charts. 

Of  all  the  babies  born  into  the  world,  three  out  of 

every  four  look  up  into  the  faces  of  mothers  who  do 

not  know  the  story  of  Jesus  well  enough  to  tell  it  to 

their  children. 

Comparative  charts  make  the  strongest  appeals. 
The  relative  size  of  parishes  at  home  and  abroad,  and 
comparative  expenditures  are  lines  that  never  fail  in 
interest.  In  the  one  year  1915  the  people  of  America 
spent  more  money  for  tobacco  than  all  the  Christians 
of  all  the  world  have  given  to  foreign  missions  in  all 
the  years  since  Columbus  discovered  America. 

TrulFs  *' Missionary  Methods  for  Sunday-School 
Workers ' '  contains  a  fine  description  of  the  prepara- 
tion and  the  uses  of  charts,  together 
chart  material  ^^^^  a  selected  list  of  effective  sub- 

jects. The  ^' Helps  to  Leaders"  on 
all  the  numerous  mission  study  books  are  exceedingly 
valuable  in  their  many  suggestions  which  may  be 
made  into  charts.  These  ^^ Helps''  are  for  the  study 
books  on  both  the  home  and  the  foreign  mission 


In  the  Sunday-School  69 

fields,  and  usually  sell  for  the  nominal  price  of  five 
or  ten  cents  a  copy.  By  a  simple  plan  for  preserving 
the  facts  and  the  sayings  found  in  their  reading,  the 
Missionary  Committee  will  soon  assemble  a  great 
quantity  of  excellent  material  for  charts  and  banners. 

The  following  is  a  limited  list  of 
Selected  missionary  ^j^iggionary  sayings  and  quotations, 
sayings  and  n^,  •     i    ..   •     1     ^  v,-   4.  t.     4.x. 

quotations  ^^^^  ^^^^  ^®  ^^^  ^  ^^^^     ^^^ 

almost  limitless  field  which  lies  be- 
fore the  Missionary  Committee.  These  sayings  are 
used  most  effectively  as  mottoes  and  go  a  long  way 
in  helping  to  make  lasting  missionary  impressions. 

"The  field  is  the  world."— Matthew  xiii.  38. 

"  While  vast  continents  are  shrouded  in  almost  utter 
darkness  and  hundreds  of  millions  suffer  the  horrors 
of  heathenism  and  of  Islam,  the  burden  of  proof 
rests  upon  you  to  show  that  the  circumstances  in 
which  God  has  placed  you  were  meant  by  Him  to 
keep  you  out  of  the  foreign  field." — Ion  Keith- 
Falconer. 

'Emotion  is  no  substitute  for  action." — George  L. 
Pilkington. 

<  Let  me  fail  in  trying  to  do  something  rather  than  to 
sit  still  and  do  nothing." — Cyrus  Hamlin. 

*  A  need,  a  need  known,  and  the  ability  to  meet  that 
need,  constitutes  a  call." — John  F.  Goucher. 

*God  had  an  only  Son,  and  He  was  a  missionary." — 
David  Livingstone. 

*No  man  has  money  enough  to  purchase  immunity 
from  personal  Christian  service." — J.  Campbell 
White. 

*  I  will  place  no  value  on  anything  I  have  or  may  pos- 
sess  except  in  its  relation  to  the  Kingdom  of  Jesui 
Christ." — David  Livingstone. 


'JO         The  Why  and  How  of  Missions 

*  Do  not  pray  for  tasks  equal  to  your  powers  :  pray  for 
powers  equal  to  your  tasks." — Phillips  Brooks. 

*The  Evangelization  of  the  World  in  this  Generation." 
— Watchword  of  the  Student  Volunteer  Movement 
for  Foreign  Missions. 

*  We  can  do  it  if  we  will." — Samuel  J.  Mills. 

*  Jesus  shall  reign — but  when?  " — Robert  E.  Speer. 

The  World  will  be  Evangelized  in  that  Generation  in 
which  the  Christian  Teachers  of  its  Youth  Deter- 
mine that  it  shall  be  Done. 

*  Prayer  and  pains  through  faith  in  Jesus  Christ  will  do 
anything." — John  Eliot. 

*The  world  is  my  parish." — John  Wesley. 

Discovery  has  made  the  world  a  neighborhood :  mis- 
sions will  make  the  world  a  brotherhood. 

*  We  can  do  it  and  we  will." — Samuel  B.  Capen. 

*  Everything  vital  in  the  missionary  enterprise  hinges  on 
prayer." — John  R.  Mott. 

*  There  is  no  such  field  for  evangelistic  work  as  the 
wards  of  a  hospital  in  a  land  like  China." — John 
Kenneth  MacKenzie. 

'  The  Church  that  ceases  to  be  evangelistic  will  soon 
cease  to  be  evangelical." — Alexander  Duff. 

*  If  Christianity  is  false,  we  ought  to  suppress  it :  if 
Christianity  is  true,  we  are  bound  to  propagate  it." 
— Archbishop  Whateley. 

*  Not  America  for  America's  sake,  but  America  for  the 
world's  sake." — Josiah  Strong. 

*  I  have  sometimes  seen  in  the  morning  sun  the  smoke 
of  a  thousand  villages  where  no  missionary  has  ever 
been." — Robert  Moffat. 

*  No  interest  in  missions  betrays  either  woeful  ignorance 
or  willful  disobedience." — Maltbie  D.  Babcock. 


In  the  Sunday-School  71 

"Indifference  to  missions  is  the  worst  kind  of  treason." 
— Henry  Van  Dyke. 

If  it  had  not  been  for  the  foreign  missionary  enterprise 
the  world  would  never  have  had  the  Bible  at  all. 

"Prayer  is  worth  more  to  the  missionaries  than  gold." 
—Melville  B.  Cox. 

"Our  only  concern  is  to  win  the  victory,  regardless  of 
cost." — Samuel  M.  Zvvemer. 

"  For  every  dollar  you  give  away  to  convert  the  heathen 
abroad,  God  gives  you  ten  dollars'  worth  of  pur- 
pose to  deal  with  the  heathen  at  home." — Jacob 
Riis. 

"  The  end  of  the  exploration  is  the  beginning  of  the 
enterprise. ' ' — David  Livingstone. 

"The  prospects  are  as  bright  as  the  promises  of  God." 
— Adoniram  Judson. 

"  Expect  great  things  from  God  :  Attempt  great  things 
for  God." — William  Carey. 

"Anywhere — provided  it  be  forward." — David  Liv- 
ingstone. 


XI 

MISSIONAEY  DAYS 

THE  great  festal  days  of  the  Christian  Church 
are  all  missionary  days.     The  light  that 
shone  so  brightly  at  the  Saviour's  birth  on 
the  first  Christmas  guided  men  from  far-away  lands 
to  the  feet  of  Jesus.     So  early  did  the  people  outside 
the  home  land  begin  to  share  in  the  blessings  of  His 
matchless  life.     It  was  a  prophecy 
that  shall  some  day  be  fulfilled. 

**  In  the  light  of  that  star 

Lie  the  ages  impearled, 
And  the  song  from  afar 

Has  swept  over  the  world. 
Every  hearth  is  aflame 

While  the  beautiful  sing 
In  the  homes  of  the  nations 

That  Jesus  is  King." 

It  is  difficult  to  conceive  how  so  holy  an  event  as 
Christmas  and  so  full  of  the  spirit  of  giving,  could 
ever  have  been  used  in  the  Sunday-school  as  a  time 
primarily  for  receiving  gifts.  However,  the  "giving 
Christmas  "  is  the  rule  now,  and  the  scholars  enter 
into  it  far  more  heartily  and  happily  than  they  ever 
entered  into  the  old-style  celebration.  For  it  is  not 
what  you  get,  but  what  you  give  that  makes  you 
happy  at  the  last. 
In  the  *^ giving  Christmas^'  the  gifts  are  usually 

72' 


In  the  Sunday-School  73 

planned  by  classes  under  the  direction  of  the  Mission- 
ary Committee,  and  the  gifts  are  such  as  the  various 
grades  of  the  pupils  are  most  interested  in.  The  gifts 
may  be  for  an  institution  or  for  the  charitable  or- 
ganizations of  the  community,  or  such  as  may  be  sent 
from  the  country  to  the  city,  or  even  to  the  foreign 
fields.  This  offers  a  special  opportunity  to  secure 
necessary  equipment  and  helps  for  the  many  types  of 
home  mission  work.  "White  Gifts  for  the  King'' 
is  a  Christmas  program  that  directs  the  meeting  into 
a  dedication  of  service  and  of  lives  to  the  King.  It 
has  been  fruitful  in  bringing  many  to  the  acceptance 
of  Jesus  Christ  as  Saviour  and  Lord. 

Easter  is  full  assurance  for  the  Christian  hope. 
And  it  was  during  those  wonderful  resurrection  days 
that  the  risen  Eedeemer  gave  re- 
peated utterance  to  the  Great  Com- 
mission. It  is  as  though  this  one  matter  of  the 
world's  evangelization  weighed  most  heavily  upon 
His  mind.  The  disciples  were  bidden  to  go  away 
into  a  mountain  in  Galilee  where  Jesus  had  ap- 
pointed them — and  the  one  recorded  incident  of  that 
assembling  was  the  giving  of  the  Great  Commission. 
He  tells  the  disciples  very  explicitly  where  they  are 
to  begin  and  when  and  how  they  are  finally  to  go  to 
all  the  world.  And  at  the  close  of  the  resurrection 
days,  just  before  He  ascended  again  into  the  glory 
that  He  had  with  the  Father  before  the  world  was, 
the  very  last  words  which  fell  from  the  Master's  lips 
were  these :  "  And  unto  the  uttermost  part  of  the 
earth."  Easter  is  a  missionary  day  by  right  of  the 
missionary  emphasis  the  Master  Himself  laid  upon 
the    disciples   during  the  resurrection  days.     And 


74         The  Why  and  How  of  Missions 

there  is  no  more  fitting  observance  of  the  day  than  in 
the  thoughtful  considering  of  the  great  need  of  "the 
uttermost  part  of  the  earth,"  to  which  the  Master 
directed  His  loyal  followers.  While  reflecting  the 
joy  that  is  inseparably  linked  with  the  thought  of  the 
Master^  s  rising  from  the  dead,  yet  the  missionary 
program  for  Easter  should  nevertheless  have  some  of 
the  weight  of  the  world^s  woe  in  it.  There  can  be 
no  fully  satisfied  joy  in  the  Christian  heart  so  long  as 
the  last  spoken  word  of  his  Master  is  incompletely 
carried  out. 

Pentecost  is  plenitude  of  power.     And  while  ex- 
ulting in  the  gift  of  the  Holy  Spirit,  ought  not  the 

„    ,      ,  believers   to  be  reminded  for  what 

Pentecost 

purpose  He  has  come  into  the  life  ? 

In  those  never  to  be  forgotten  days  of  the  resurrec- 
tion the  disciples  were  bidden  to  tarry  in  the  city  of 
Jerusalem  until  they  should  be  endued  with  power 
from  on  high.  And  the  disciples  were  walking  to 
the  mountain  that  should  be  the  place  of  the  Sa- 
viour's ascension,  and  their  eyes  were  on  the  little 
kingdom  of  Israel,  and  the  Saviour's  eyes  were  on 
the  realms  of  the  world — the  rims  of  the  continents  : 
and  they  were  to  receive  the  power  of  the  Holy  Spirit 
coming  upon  them  and  they  were  to  be  witnesses  to 
Jesus,  here  and  there  and  everywhere — and  unto  the 
uttermost  part  of  the  earth.  The  gift  of  the  Holy 
Spirit  was  an  enduement  of  power  with  which  to 
carry  out  the  Great  Commission.  Pentecost  is  a 
missionary  day  by  right  of  the  Saviour's  bidding. 
And  there  is  no  day  in  all  the  Christian  calendar 
better  appointed  for  the  full  facing  of  the  Sunday- 
schooPs  understanding  of  its  missionary  task  and  the 


In  the  Sunday-School  75 

frank  questioning  as  to  the  measure  of  the  members^ 

acceptance  of  the  missionary  obligation.     Pentecost 

is  a  Kingdom  day — and  Pentecost  ought  always  to 

be  a  day  of  deep  heart  searching  and  of  missionary 

decision. 

In  the  calendar  of  the  Christian  year  the  second 

Sunday  in  Advent — which  is  the  third  Sunday  before 

.0....   rx        Christmas — is  the  day  specially  set 
Annual  Bible  Day  ,    .  ^      A,        -^       ^vt*- 

apart  for  prayer  for  the  wider  dinu- 

sion  of  the  knowledge  of  the  Word  of  God  among  all 
mankind.  The  day  is  known  in  the  Sunday-school 
world  as  Annual  Bible  Day.  It  is  an  occasion  for 
reviewing  the  progress  of  Bible  translation,  and  the 
extent  of  the  circulation  of  the  Scriptures  in  all  lands, 
as  well  as  an  opportunity  to  note  the  progress  of 
archeology  and  the  witness  of  scientific  research  and 
exploration  to  the  Bible.  The  Annual  Bible  Day  is 
a  strategic  opportunity  for  teaching  the  debt  the 
Sunday-school  owes  to  the  foreign  missionary  enter- 
prise which  gave  the  world  the  Bible.  Programs  can 
be  easily  built  up  around  the  interesting  stories  about 
how  we  got  our  Bible.  It  will  doubtless  be  a  matter 
of  information  to  some  to  learn  that  the  Bible  was 
not  written  originally  in  English  !  It  will  be  inter- 
esting for  all  the  people  to  know  that  we  got  our 
English  translation  at  the  first  just  as  any  other  for- 
eign mission  land  gets  their  translation  now.  For  it 
is  not  so  very  far  back  to  where  our  European  ances- 
tors became  the  children  of  the  converts  of  the  foreign 
missionaries. 

The  recurrence  of  the  Annual  Bible  Day  may  be 
used  to  make  a  survey  of  the  community  with  a  view 
to  finding  out  the  possible  extent  of  homes  that  are 


76         The  Why  and  How  of  Missions 

destitute  of  the  Bible.  This  may  be  done  in  so  tact- 
ful a  manner  as  to  occasion  no  offense  whatever,  and 
may  be  followed  up  with  a  plan  for  Bible  distribu- 
tion. The  colporteurs  of  the  Bible  societies  will 
cooperate  most  gladly  in  this  missionary  service. 
Each  Sunday-school  should  regard  itself  as  auxiliary 
to  the  Bible  societies.  The  British  and  Foreign  Bible 
Society  and  the  American  Bible  Society  are  among 
the  greatest  missionary  agencies,  and  their  work 
ought  in  every  way  to  be  encouraged.  The  Annual 
Bible  Day  is  a  most  favorable  opportunity  for  the 
presentation  of  the  Pocket  Testament  League  and  of 
the  habit  of  daily  personal  Bible  study. 

There  are  local  missionary  days  of  special  signifi- 
cance and  each  school  should  see  that  such  days  are 

not  lightly  passed  over.     While  the 

Local  mission-  ^      •     •  1        ^-        • 

program  of  missionary  education  is 

continuous,  yet  the  right  observance 
of  the  missionary  days  will  greatly  heighten  the  mis- 
sionary spirit  of  the  school  and  lend  a  radiance  to 
the  other  days  as  well. 


XII 
MISSIONAEY  PEOGRAMS 

THE  program  opportunity  will  vary  all  the 
way  from  the  few  minutes  on  frequent  Sun- 
days in  the  school  and  department  exer- 
cises to  the  extended  programs  on  occasional  Sundays 
of  from  ten  to  twenty  minutes  in  length.  On  mis- 
sionary Sundays  the  entire  period  of  worship  in  the 
opening  and  closing  exercises  is  usu- 
Mlssionary  pro=    ^    ^^^^  devoted  to  missions.    In  a  multi- 

tude  of  schools  the  first  Sunday  in 
each  month  is  a  missionary  day. 

Many  of  the  most  profitable  missionary  programs 
will  be  given  on  week  nights.  The  through-the-week 
plan  of  class  sessions  as  provided  in  the  organized 
Bible  classes  of  the  Secondary  and  Adult  Divisions 
afford  a  unique  opportunity  for  missionary  programs. 
The  superintendent  of  the  department  and  the  of&cers 
of  the  classes  will  welcome  definite  plans  that  are 
well  worked  out  by  the  Missionary  Committee  and 
that  are  appropriate  to  the  spirit  and  the  purpose  of 
the  week-night  gathering. 

There  is  such  a  wealth  of  missionary  material  and 
the  subject  itself  is  so  suggestive  that  no  two  pro- 

^  ^,  .  ,  grams  ought  to  be  alike.     Endless 

Endless  variety  °     .   ,        -,.-,.  ^      •       xi 

variety  should  characterize  the  mis- 
sionary program. 

Each  program  whether  before  the  school  or  depart- 
ment or  class  ought  to  have  a  definite  aim.     To  in- 

77 


78         The  Why  and  How  of  Missions 

terest  the  school  in  missions,  to  create  a  missionary 
spirit,  to  illustrate  the  lesson  truth,  to  supplement  the 

^  ,.  .,     ,  Bible   story,  to  increase    giving,   to 

Definite  aim  ^  ^1  i-^     ^ 

deepen  the  prayer  life,  to  secure  sup- 
port for  definite  objects,  to  enlist  workers  in  some 
missionary  enteri)rise  in  the  community,  to  show  the 
joy  in  missionary  service,  to  present  phases  of  the 
home  mission  task,  to  lead  to  the  reading  of  mission- 
ary books — are  typical  aims.  The  aim  will  deter- 
mine the  nature  of  the  program.  In  the  briefer  mis- 
sionary programs,  the  missionary  is  a  part  of  a  larger 
whole  and  in  conference  with  the  superintendent  long 
enough  beforehand  it  can  easily  be  arranged  so  that 
the  setting  for  the  missionary  feature  will  add  to  the 
effectiveness  of  the  program  itself. 

The  extended  missionary  program  necessitates  a 
leader.  This  leader  should  be  so  selected  in  advance 
as  to  insure  adequate  preparation  on 
the  part  of  all  who  are  to  participate 
in  the  program.  The  successful  missionary  program 
cannot  be  extemporized.  It  takes  time  to  work 
up  a  missionary  program  that  is  commanding  and 
worthy,  for  missionary  facts  cannot  be  drawn  from 
the  imagination.  The  Missionary  Committee  should 
plan  the  program  with  the  leader  and  then  the  leader 
has  the  entire  responsibility  for  carrying  it  out.  As 
many  persons  should  be  used  as  possible,  consistent 
with  the  purpose  of  the  program.  All  numbers  should 
be  brief.  If  there  is  a  graveyard  where  dead  mission- 
ary programs  lie  buried  beyond  the  hope  of  a  possible 
resurrection,  the  inscription  on  each  monument  is, 
^'Talked  to  death.''  Several  short  talks  with  point 
and  snap  are  greatly  to  be  desired  to  one  long  address. 


In  the  Sunday-School  79 

The  week-night  missionary  programs  of  the  school 

are  in  charge  of  the  Missionary  Committee,  with  the 

Sunday-school    superintendent    pre- 

Week-niffht  ./  j.  x 

*  siding.     An  address  by  a  mission - 

programs  °  i  .,  ..  . 

ary,  an  exhibit,  a  stereopticon  lec- 
ture, a  literary  night,  a  social,  or  a  missionary 
journey,  are  types  of  taking  programs.  In  planning 
missionary  programs  for  the  through -the -week  ses- 
sions of  organized  Bible  classes,  the  whole  scheme 
should  be  worked  out  in  conference  between  the  Mis- 
sionary Committee  and  the  class  missionary  commit- 
tee. The  complete  arrangements,  however,  are  to  be 
in  the  hands  of  the  class  missionary  committee,  for 
in  this  way  the  program  becomes  the  activity  of  the 
class  and  not  the  work  of  an  outside  group. 

Material  for  the  missionary  programs  will  be  found 
in  the  publications  of  the  denominational  Mission 

Boards.  Missionary  programs  are 
Sources  of  pro=  ^^^  avaHable  for  all  the  Christian 
gram  material 

festal  days,  and  sample  copies  can  be 

secured  merely  for  the  asking.  Missionary  period- 
icals, leaflets  and  booklets  together  with  the  reports 
of  the  Missionary  Societies  contain  quantities  of  pro- 
gram materials.  The  biographies  of  missionaries, 
and  books  on  travel,  along  with  the  many  mission- 
ary books  are  mines  of  material  for  missionary  pro- 
grams of  all  kinds. 

The  following  are  101  suggestive  ideas  for  mission- 
ary programs.     There  is  no  attempt  at  classification. 

,.    ,^        Some  of  the  suggestions  are  suitable 
101  suggestive  ideas      ,.,       .  r.  ■  c  ^  ^-  r 

alike  for  a  brief  presentation  or  for 

an  extended  program.     And  this  list  of  ideas  is  in  no 

sense  exhaustive.     The  law  of  association  will  bring 


8o         The  Why  and  How  of  Missions 

many  more  valuable  ideas  to  the  mind  as  the  reader 
simply  runs  over  this  partial  list. 

Missions  and  the  peace  of  the  world. 
Incidents  in  the  prayer  life  of  missionaries. 
Stories  of  Bible  translations. 
Medical  missions. 
Why  tithers  succeed  in  business. 
Answers  to  prayer  in  the  lives  of  missionaries. 
The  watchword  of  the  Student  Volunteers. 
Reviews  of  missionary  books. 
Providences  in  missionary  history. 
Old  heathenism  and  hospitals. 
Limitations  of  childhood  in  mission  lands. 
Descriptions  of  kinds  of  missionary  work. 
Debates  on  the  relative  values  of  the  various  types  of 
missionary  work. 

Missionary  cantatas. 

Display  of  missionary  mottoes,  pictures,  and  portraits. 

Unveiling  mural  tablets. 

Map  drills. 

Salute  to  the  flags. 

Address  by  a  missionary. 

The  lullabies  of  the  nations. 

Teaching  missionary  hymns. 

A  day  on  a  mission  field. 

Impersonations,  as  "  Just  Plain  Peter." 

The  missionary  journeys  of  modern  apostles. 

Addresses  by  foreign-born  citizens. 

The  missionary  message  of  the  Bible. 

An  evening  with  a  missionary  hero. 

The  universality  of  true  worship. 

Modes  of  travel  in  mission  lands. 


In  the  Sunday-School  81 

Addresses  by  converts  from  foreign  fields. 

Local  missionary  enterprises  and  agencies. 

A  mission  study  demonstration. 

Missionary  significance  in  current  events.     A  boat  sailed 

with   300  tons  of  American  cigarettes  for  China. 

What  is  the  duty  in  this  case  of  the  Christian  in 

America  to  the  Christian  in  China? 

How  Americans  spend  their  money. 
Adventures  in  the  lives  of  missionaries. 
Scriptural  habits  of  giving. 

What  missions  has  done  for  me  ?  by  a  child,  a  woman, 
and  then  at  other  times  by  the  various  professions. 

Missions  and  temperance. 

Comparative  charts  on  money  raised  for  the  support  of 
the  Christian  work  in  the  local  church  and  com- 
munity, and  the  amount  given  to  foreign  missions. 

Eventful  missionary  days.  Haystack  prayer-meeting. 
Stanley  finding  Livingstone. 

The  work  at  Ellis  Island. 

Missionary  movements.  Such  as  the  Student  Volunteer, 
the  Missionary  Education,  and  the  Laymen's  Mis- 
sionary Movements,  the  World's  Sunday-School 
Association,  the  Continuation  Committee  of  the 
Edinburgh  Conference,  and  the  World's  Christian 
Student  Federation. 

Missionary  beginnings.  Carey  in  India,  Judson  in 
Burmah,  Morrison  in  China,  Raymond  Lull  among 
the  Mohammedans.  Korea  was  opened  to  the 
Gospel  at  the  point  of  a  physician's  needle. 

Prayer  and  Missions. 

Survey  of  the  various  mission  fields. 

Growth  and  importance  of  native  churches. 

Chalk  talks. 

The  philanthropies  of  missions,  in  famines  and  in  all  relief 

The  home  debt  to  the  foreign  missionary. 

Missionary  exercises,  as  "Child  Life  in  Many  Lands." 


82         The  Why  and  How  of  Missions 

Missionary  periodicals. 

Denominational  missions. 

Studies  in  unoccupied  fields. 

The  missionary  work  of  the  Bible  Societies. 

Money  and  missions. 

The    foreign    work    departments   of    the  Y,   W.   and 

Y.  M.  C.  A. 
The  strangers  within  our  gates. 
Missionary  labors  of  the  Apostles. 
Men  and  missions. 

The  missionary  work  of  other  churches. 
Mission  Sunday-schools. 
The  missionary  history  of  the  Church. 
Crossing  the  seas  in  the  steerage. 
Simple  life-work  talks. 
The  worship  in  heathen  temples. 
Programs  around  proposed  lines  of  missionary  service 

in  the  community. 
Tracing  the  trail  of  the  immigrant. 
The  Great  Commission. 
Child  welfare. 
The  "Morning  Watch." 
The  Pocket  Testament  League. 
Missionary  achievements. 
Letters  from  missionaries. 
Special  lines  of  social  service. 
Definite  missionary  support. 
All  phases  of  home  mission  problems. 
Likable  traits  in  the  lives  of  the  world  children. 
Student  Volunteers. 

Contrasts  in  literacy  of  heathen  and  Christian  lands. 
Stories  of  native  Christians. 
Who  is  who  in  missions. 
Games  of  the  world  children. 


In  the  Sunday- School  83 

An  evening  with  missionary  notables. 
Condition  of  women  in  heathen  lands. 
Illustrated  missionary  songs. 
Voyaging  of  a  gospel  ship. 
Stories  of  the  writing  of  missionary  hymns. 
Customs  of  the  different  foreign  lands. 
Following  the  Sabbath  dawn  around  the  world. 
Travelling  in  a  gospel  railway  car. 

Incomplete  stories  from  missionary  books  to  arouse  curi- 
osity and  to  secure  missionary  reading. 

Callers  from  the  different  lands  in  costume,  who  tell  the 
stories  of  their  countries  and  their  needs. 

Missions  and  patriotism.  <*  My  Country  'Tis  of  Thee  " 
and  "  The  Morning  Light  is  Breaking  "  were  writ- 
ten by  the  same  author. 

Suggestions  about  "Surplus  Material." 

The  24-hour-a-day  club.  Have  a  representative  on  the 
foreign  field  so  that  he  works  while  you  rest. 

Answer  the  questions  in  the  minds  of  the  members  of 
the  school.  Why  should  I  go?  Why  not  wait 
until  America  is  Christian  ?  Is  not  their  religions 
good  enough  for  them  ? 

A  trip  around  the  world. 

Songs  written  by  native  Christians.  Speak  of  our  debt 
already  to  the  one  who  wrote  "  In  the  Secret  of  His 
Presence ' '  and  then  have  this  beautiful  hymn  well 
sung. 

Personalize  the  annual  report  by  having  various  pupils 
tell  where  each  gift  went  and  for  what  purpose  it 
was  intended. 

The  educational  and  evangelistic  work  of  missions. 

A  session  of  a  Mission  Board.  Transacting  the  regular 
business,  passing  on  appropriations  for  the  field, 
considering  a  candidate,  and  carrying  on  the  work 
in  a  way  to  enlighten  the  church  as  to  the  function 
of  the  Mission  Board. 


XIII 
THE  MISSIONAEY  LIBEAEY 

THE  value  of  the  library  is  beyond  computa- 
tion.    Van  Dyke  facetiously  remarks  that 
^^  reading  has  become  the  diversion  of  the 
thoughtless.'^     That  can  never  become  true  of  the 
readers  of  the  thought-provoking  and  the  life-chal- 
lenging literature  on  missions.     A  child  at  eight  years 
of  age  heard  a  sister  read  a  story 

Its  VfllllC 

about  China,  and  the  child  grew 
naturally  into  missionary  service  and  leadership. 
**  Voyages,''  a  book  by  Captain  Cook,  led  William 
Carey  to  India,  an  event  which  marks  the  real  be- 
ginning of  the  modern  missionary  enterprise.  It  was 
Buchanan's  *^Star  of  the  East,"  telling  of  the  needs 
of  India,  which  led  Judson  into  missionary  service. 
Reading  a  book  on  China  determined  David  Living- 
stone for  the  foreign  field.  So  what  Carlyle  says  is 
particularly  true  of  the  missionary  library:  *'The 
true  university  is  a  collection  of  books. ' ' 

The  multiplication  of  public  libraries  and  the  wide 
extension  of  library  service  has  brought  most  Sun- 
day-schools within  the  reach  of  this  college  of  the 
every-day  people. 

Nevertheless  the  Sunday-school  library  still  fills  an 
important  role  in  the  reading  life  of  the  community. 
Since  books  on  other  subjects  can  be  secured  more 
easily,  it  then  becomes  a  special  obligation  upon  the 

84 


In  the  Sunday-School  85 

Sunday-school  to  supply  a  strong  library  of  well-se- 
lected missionary  books. 

In  beginning  a  missionary  library,  a  survey  of  the 
existing  library  should  be  made  in  order  that  a  com- 
plete list  of  the  books  on  hand  may 
Beginning  mis-  ^^  obtained.  Then  new  books  should 
senary  i  y  ^^  added  continually.  Even  where 
a  considerable  number  of  missionary  books  are  re- 
ceived at  one  time,  it  is  advisable  for  them  to  be  in- 
troduced into  the  library  gradually.  By  vote  of  the 
Workers'  Council  a  certain  portion  of  the  funds  for 
the  library  may  be  set  aside  for  the  purchase  of  mis- 
sionary books.  Their  selection  should  be  made  by 
the  Missionary  Committee  in  conference  with  the 
librarian  or  the  library  committee  of  the  Sunday- 
school.  After  their  selection,  the  missionary  books 
should  be  ordered  the  same  as  the  other  books  of  the 
library.  In  schools  where  there  are  no  libraries  and 
no  regular  funds,  a  part  of  the  money  raised  for  sup- 
plies is  devoted  to  the  purchase  of  missionary  books. 
Such  sums  are  increased  by  solicitation  of  funds.  A 
list  of  desired  books  is  made  out  and  this  list  is  can- 
vassed throughout  the  neighborhood,  and  people  are 
solicited  for  the  purchase  price  of  one  or  more  of  the 
books.  In  nearly  every  community  there  are  people 
who  will  gladly  donate  books  out  of  their  own  libra- 
ries. So  in  a  surprisingly  short  while  a  splendid  be- 
ginning is  made. 

The  missionary  library  should  be  carefully  man- 
aged. A  thorough  system  of  records  must  be  used, 
and  well  considered  rules  must  be  rigidly  adhered  to. 

In  selecting  the  missionary  books  care  should  be 
exercised  lest  the  library  become  overbalanced  with 


86         The  Why  and  How  of  Missions 

books  all  of  one  kind.     The  types  of  books  and  pub- 
lications which  a  representative  missionary  library 
should     contain    are     as    follows : 
Selecting  mis-  ^     Biographies  of  leading  mission- 

aries, as  ^^The  Personal  Life  of  David 
Livingstone/^  by  Blaikie.  2.  Books  of  description 
which  describe  missionary  work  and  tell  of  the 
people  and  the  customs  of  foreign  lands,  as  *'  Chinese 
Characteristics,"  by  Arthur  H.  Smith.  3.  Books  of 
travel,  adventure  and  discovery,  as  **How  Marcus 
Whitman  Saved  Oregon,"  by  Nixon.  4.  The  his- 
tory of  missions,  as  ^'Two  Thousand  Years  Before 
Carey, "  by  Barnes.  5.  Books  of  fiction  and  romance, 
as ''The Bishop's  Conversion,"  by  Maxwell.  6.  Mis- 
sion study  books,  and  these  are  particularly  valuable 
as  a  compendium  of  knowledge  on  the  different  fields, 
as  ''Daybreak  in  the  Dark  Continent,"  by  Naylor. 

7.  Books  of  reference,  including  the  annual  reports 
of  the  denominational  Mission  Boards,  and  "Chris- 
tian   Missions    and    Social    Progress,"   by    Dennis. 

8.  Books  on  missionary  methods,  as  "Missionary 
Methods   for    Sunday -School    Workers,"    by  Trull. 

9.  Missionary  periodicals,  like  Everylandj  The  Mis- 
sionary Review  of  the  World,  World  OutlooJcj  and  Men 
and  Missions. 

An  attractive  announcement  of  a  new  book  will 

secure  eager  readers.     Telling  an   incident  that  is 

taken  from  the  body  of  a  book  or 

ecur  ng  m  s-  giving  a  striking  quotation  is  an  ex- 

sionary  readers  n    ^  4.         ii      4.,.     ^.        ^     4.1, 

cellent  way  to  call  attention  to  the 

books.  A  good  story-teller  who  closes  the  story  be- 
fore the  climax  is  reached  and  then  names  the  new 
book  in  which  the  story  may  be  found,  makes  every- 


In  the  Sunday-School  87 

body  anxious  to  read  the  book.  The  competitive 
idea  of  class  against  class,  or  the  girls  against  the 
boys,  with  honorable  mention  for  the  winners,  in- 
creases the  reading  of  the  books  immensely.  A 
reading  relay  race  between  departments  or  between 
schools  secures  a  great  group  of  earnest  readers. 
Favorable  mention  of  any  book  by  the  pastor  or  the 
superintendent  arouses  a  deeper  interest  in  the  li- 
brary. A  reading-room  in  connection  with  the  mis- 
sionary library  promotes  its  use. 

In  arraDgiug  for  missionary  programs  the  mission- 
ary library  is  indispensable.  It  is  here  that  the 
books  on  reference  and  history  and  the  reports  of  the 
Mission  Boards  find  their  singular  value.  In  assign- 
ing definite  topics  from  missionary  books  for  brief 
talks  on  missionary  days,  if  it  is  clearly  understood 
that  the  pupil  is  to  tell  the  story  in  his  own  words 
and  to  give  an  added  bit  of  description,  it  will  likely 
assure  his  careful  reading  of  the  entire  volume. 

In  many  schools  certain  books  are  selected  to  be 
read  by  every  officer  and  teacher,  or  by  every  mem- 
ber of  a  class  or  department.     This 
A  book-reading         campaign  of  reading  has  frequently 
campaign  extended    to    the    members    of   the 

church  and  congregation.  The  Home  Department 
is  planned  as  a  reading  circle  and  junior  boys  are 
used  as  messengers  to  deliver  and  to  collect  the 
books,  allowing  a  stated  time  for  the  reading  of  each 
volume. 

A  spirit  of  investigation  is  fostered  by  placing  upon 
the  bulletin-board  a  striking  quotation  and  referring 
to  a  particular  reference  in  a  certain  book  for  the 
finding  of  the  author. 


XIY 

CHRISTIAN  GIVING  AND  DEFINITE 
MISSIONARY  SUPPORT 

THE  chief  emphasis  in  Christian  giving  is  to 
be  upon  the  motive  which  prompts  the  gift. 
In  the  light  of  the  words  of  Jesus  it  may  be 
observed  that  the  memorial  idea  is  a  bit  too  conspicu- 
ous in  the  solicitation  of  funds  for  Christian  work. 
That  they  may  not  be  seen  of  men  is  a  good  rule 

,.     ,  in  giving  as  well  as  in  devotions. 

The  motive  in  mu  i  4--  it, 

j^j  There  are  many  lesser  motives  which 

make  very  strong  appeals,  but  the 

supreme  motive  in  Christian  giving  is  the  love  of 

Christ. 

What  is  the  measure   of  a  Christian's  gift?    A 

measure  is  needed  to  insure  definiteness  in  giving 

and  to  provide  for  a  thoughtful  dis- 

The  measure  in         j.    ^   4--  ^   4.i •  •-«-        t 

tribution  of  the  various  gifts.     In 

giving 

view  of   the    very   great  confusion 

which  exists  it  is  quite  evident  that  people  need  an 
acceptable  standard  for  the  measure  of  their  gifts. 
It  has  been  suggested  that  people  should  give  until 
they  feel  it.  If  fickle  feeling  be  the  measure  of  their 
gifts,  then  most  folks  will  never  give  anything  at  all ! 
To  give  until  they  feel  it  is  wholly  inadequate,  be- 
cause it  puts  giving  on  the  plane  of  impulse  and  de- 
feats the  high  purpose  of  a  continuous  support  for  the 
enterprises  of  the  church,  since  most  folks  have  their 
benevolent  impulses  under  particularly  good  control. 

88 


In  the  Sunday-School  89 

Ask  any  group  of  church  people  what  they  consider 
to  be  the  measure  of  a  Christianas  gift,  and  the  an- 
swers will  be  both  varied  and  con- 

^.^^  *  fusing.     And  yet   there  is    usually 

measure  m  giving  °  ^  •; 

some  one  in  the  company  who  will 
timidly  suggest  that  the  tithe  is  the  measure  of  a 
Christian's  gift.  So  soon  as  the  tithe  is  suggested, 
somebody  is  sure  to  recall  that  the  principal  teaching 
concerning  the  tithe  is  in  the  Old  Testament,  and  the 
Old  Testament  is  the  embodiment  of  the  law.  And 
then  straightway  Deacon  Stiugyman  strikes  up  that 
favorite  hymn,  '*  Free  from  the  Law,  oh,  happy  con- 
dition," and  follows  the  song  with  a  ringing  testi- 
mony in  which  he  tells  how  he  has  belonged  to  the 
church  for  more  than  forty  years,  and  it  has  cost  him 
only  a  quarter ! 

The  tithe  is  a  regulative  principle  in  finances.     Too 
much  cannot  be  said  of  the  need  for  a  regulative 

principle  in  financial  affairs.     The 

^•'*.^*   !    -I     extravagant  wastefulness   of  young 
regulative  principle  °  ^ 

America  between  fourteen  and 
twenty-four  would  be  largely  checked  if  they  had 
the  tithe  operative  in  their  lives.  Many  business 
failures  are  due  to  laxity  at  this  point.  And  there 
can  be  no  reasonable  doubt  that  the  larger  success  of 
tithers  in  business  and  their  freedom  from  failures  is  to 
be  credited  to  this  valuable  regulative  principle  which 
tithing  brings  into  the  life.  To  teach  the  value  of 
money  is  very  much  worth  while,  and  the  less  money 
one  is  likely  to  have  the  more  needed  is  the  instruc- 
tion. Teach  the  young  to  husband  their  financial 
resources.  Jesus  fed  the  multitude  and  then  He 
commanded  His  disciples  to  ^*  gather  up  the  frag- 


go         The  Why  and  How  of  Missions 

ments  that  nothing  be  lost. "  What  was  a  fragment 
to  Jesus?  He  could  multiply  one  loaf  so  that  it  would 
be  sufficient  for  the  feeding  of  the  world.  And  yet  He 
taught  a  lesson  in  frugality  and  in  saving  immediately 
following  the  lavish  display  of  His  creative  energy. 

The  tithe  is  an  educative  principle  in  giving.     Its 
influence  on  the  life  is  so  marked  that  one  wonders 

that  it  is  so  little  practiced  and  em- 
IduVatTve  principle    P^^^sized  in  the  churches.     They  who 

have  the  tithe  to  administer  for  the 
Lord  are  more  apt  to  be  close  students  of  the  work  of 
God  in  the  world  and  are  particularly  eager  to  dis- 
tribute their  gifts  in  an  equable  manner.  Then  the 
tithe  tends  to  liberality.  The  experiences  of  all  tith- 
ers  proves  their  eagerness  to  outrun  the  tithe.  The 
phrase  ^'The  tithe  and  beyond"  is  the  challenge  of 
one  who  has  found  the  true  joy  in  Christian  giving. 

If  all  the  members  of  the  church  tithed  the  income 
would  be  ample  to  meet  the  needs  of  the  church. 

The  wealth  of  the  Christian  commu- 

*«  «,^«*  ^^^A.  nicants  in  the  United  States  alone  is 

to  meet  needs 

increasing  at  the  rate  of  a  billion 

dollars  a  year.     The  annual  income  is  many  times 

that  amount.     A  tithe  of  the  income  would  surpass 

several  times  the  total  now  raised  so  laboriously  and 

with  such  great  effort  by  Christian  leaders. 

As  a  suggestive  measure  in  Christian  giving  the 

tithe  is  a  dignified  and  worthy  way.     There  are  far 

„ ,.  ,     too  many  altogether   cheap   contri- 

The  tithe  dignified  a  4.  ^     /i  ^      v.  i 

and  wortliy  vances  used  to  secure  funds  for  holy 

purposes.     A  church  announced  that 

every  one  who  came  to  the  evening  service  would  be 

given  something  for  nothing.     And  all  bargain  hunt- 


In  the  Sunday-School  91 

ers  were  on  hand.  In  the  midst  of  the  sermon  the 
pastor  asked  two  young  men  to  retire  to  another  room 
and  to  bring  in  the  surprise.  And  now  each  person 
in  the  congregation  received  a  gift.  A  china  pig 
bank  I  Each  china  pig  bank  was  to  be  taken  home 
and  filled  with  odd  bits  of  coin  and  then  they  were 
all  to  be  brought  to  the  church  and  they  would  have 
a  hog  killing  time  (break  the  banks)  on  Easter  morn- 
ing and  see  how  much  money  they  had  raised  for  mis- 
sions !  That  is  not  dignified  enough  for  the  House  of 
God  nor  worthy  the  cause  of  our  Lord.  The  tithe  is 
dignified  and  worthy  as  a  means  as  well  as  a  measure. 
Yet  we  are  under  grace  and  not  under  the  law. 
And  the  tithe  is  so  inextricably  bound  up  with  the 

^.  ,   .  ,         law.     What  then  ?    Is  there  a  Chris- 

Christian  use  for       , .  -     , ,     . . . ,    ^    T r  J  J-, 

the  tithe  tian  use  for  the  tithe?    May  not  the 

tithe  in  the  law  be  used  as  the  point 
of  departure  ?  May  not  the  law  of  the  tithe  become 
a  schoolmaster  to  lead  us  to  Christ — to  the  true  meas- 
ure in  Christian  giving,  which  is  the  measure  of 
sacrifice  ? 

Giving  to  be  Christian  must  be  in  proportion.     All 
agree  that  giving  must  be  in  accordance  to  what  a 

man  has,  and  the  gift  itself  must  be 
Christian  giving-  judged  in  the  light  of  what  is  left  in 
In  proportion  l,      ,        ^       ^  ^,        . 

the  hands  of  the  givers.  Some  well- 
to-do  in  this  world's  goods  come  chanting  the  lay  of 
the  widow's  mite.  ''Like  the  widow,"  they  say; 
''we  can  give  our  mite."  Now  the  widow  did  not 
cast  in  a  mite — she  cast  in  two  mites  !  Furthermore 
she  did  not  give  mites  at  all — she  gave  her  all !  Hers 
was  genuine  sacrifice  in  giving  and  that  was  what 
the  Master  saw  and  commended.     Systematic  giving 


92         The  Why  and  How  of  Missions 

has  been  overemphasized.  A  boy  was  taught  to  be 
a  systematic  giver,  and  as  a  boy  he  gave  a  dollar  a 
week  to  the  church.  He  is  still  a  systematic  giver, 
and  gives  a  dollar  a  week  to  the  church.  A  dollar  a 
week  to  the  church  was  fine  when  he  was  a  boy  and 
receiving  the  wages  of  a  boy.  But  now  that  he  has 
become  a  man,  and  his  income  is  tens  of  thousands 
of  dollars  a  year — a  dollar  a  week  to  the  church  still 
may  be  systematic  giving,  but  it  is  not  proportionate 
giving. 

And  giving  to  be  Christian  should  be  with  per- 
spective.    This   implies   such   a   knowledge   of  the 
world  and  of  the  Church  and  of  the 

r  8  lan  g  vmg—    enterprises  of  the  Christ  as  will  lead 
with  perspective  /  •   ,.  n-        4.     •  a 

one  to  be  an  intelligent  giver.    Some 

worthy  causes  are  poorly  supported  while  others  are 
helped  beyond  their  deserving.  Certain  objects  re- 
ceive unstinted  support  and  others  are  beggared  by 
their  pitiful  lack  of  income.  Only  a  carefully  devel- 
oped program  of  education  along  all  the  lines  of  sup- 
port will  assure  a  steady  and  proportionate  income 
to  all  causes.  Upon  hearing  that  his  church  gave 
$8,000  to  foreign  missions  and  $2,000  to  home  mis- 
sions, the  leading  layman  was  accosted  with  the 
query,  ^^Do  you  think  that  it  is  fair  to  give  four 
times  as  much  to  foreign  missions  as  to  home  mis- 
sions?'^ To  which  he  replied,  ^^Oh,  that  is  not 
nearly  all  we  give  to  home  missions.  It  is  true  that 
we  give  just  $2,000  in  money  ;  but  what  do  you  count 
me  for?'^  In  counting  the  offering  for  home  mis- 
sions we  commonly  overlook  the  hundreds  of  thou- 
sands of  pastors  and  millions  of  church  workers,  and 
tens  of  millions  of  church  members,  while  the  offer- 


In  the  Sunday-School  93 

ing  to  foreign  missions  is  almost  wholly  an  offering 
of  money  alone. 

And  furthermore,  giving  to  be  Christian  should  be 
with    progression.     An  equable  proportion  in   the 

early  years  when  the  income  is  not 
Christian  giving-     ^^   j  ^.jj  ^^  totally  dispropor- 

with  progression        .  •        .         •       i   ^  .  .u 

tionate     m    later    years    when    the 

ability  has  increased  from  ten  to  a  hundred  or  a 
thousand  fold.  Of  the  outstanding  givers  now  noted 
for  the  increasing  proportion  with  which  they  give, 
it  is  significant  that  they  began  their  life  as  Chris- 
tian givers  by  using  the  tithe  as  the  measure  of  their 
gift. 

Missionary  leaders  agree  that  the  weekly  pledged 
offering  for  all  benevolences  is  the  ideal  plan.     The 

gratifying    increase    in    missionary 
iT  ^  ^  ^ih-A        offerings  is  due  in  large  measure  to 

the  introduction  of  the  weekly  offer- 
ing. Strange  indeed  that  anybody  ever  supposed 
that  the  missionary  enterprise  could  be  supported  on 
an  annual  offering.  It  is  to  be  noted  that  the  same 
leaders  who  suffered  the  divine  enterprise  of  the 
Christ  to  languish  on  an  annual  offering  turned  the 
Scriptural  injunctions  for  raising  benevolences  into  a 
method  of  support  for  their  local  work.  The  Pauline 
instructions  concerning  the  collection  in  1  Corinthians 
xvi.  1,  2  were  intended  primarily  for  the  raising  of  a 
benevolence.  So  this  has  been  not  only  a  misappro- 
priation of  funds  but  also  a  misapplication  of  Scrip- 
ture. By  omitting  the  first  verse  and  going  straight- 
way to  the  second  verse,  the  frequent  quoting  of  this 
well-known  reference  has  been  made  to  apply  to  local 
running  expenses.     *'Now  concerning  the  collection 


94         The  Why  and  How  of  Missions 

for  the  saints,'^  writes  Paul,  referring  to  a  benevolent 
offering  ;  '^  as  I  gave  order  to  the  churches  of  Galatia, 
so  also  do  ye.  Upon  the  first  day  of  the  week  let 
each  one  of  you  lay  by  him  in  store,  as  he  may  pros- 
per, that  no  collections  be  made  when  I  come."  And 
the  Church  did  it  just  the  other  way.  They  used  the 
coming  of  the  missionary  as  an  occasion  to  raise 
money.  No  church  could  support  itself  on  an  an- 
nual offering.  If  they  could  they  would.  How 
much  less  then  the  world -compassing  enterprise  of 
the  Christ!  So  now  all  agree  upon  the  Scripture 
plan  for  the  benevolences — weekly  offering  :  * '  upon 
the  first  day  of  the  week." 

The  every- member-canvass  is  the  ideal  method  to 
secure    the    personal  pledges.     Literature  covering 

this  method  can  be  secured  from  all 
The  every-mem-        Mission  Boards,  as  well  as  the  sample 

suggestions  for  the  collection  devices, 

such  as  duplex  envelopes,  and  the  like.     This  method 

is  used  in  the  Sunday-school  with  gratifying  results, 

and  the  educational  value  upon  the  developing  lives 

of  the  young  is  most  excellent.     Each  child  should 

be  taught  early  to  give  to  all  those  causes  which  he 

shall  later  be  called  upon  to  support. 

With  the  weekly  pledged  offerings  and  the  prompt 

payments,  there  ought  also  to  be  occasional  opportu- 

,„  „   ,         nities  for  free-will  offerings.     Crises 

Free- will  offerings         .„        .        ^  .  j 

will  arise  from  various  causes  and 

the  moment  of  aroused  interest  is  the  ideal  time  to 
afford  an  opportunity  for  the  proper  expression  of 
that  interest  in  gift  and  service. 

There  is  a  growing  desire  on  the  part  of  all  well- 
informed  Sunday-school  workers  to  have  a  real  share 


In  the  Sunday-School  95 

in  the  actual  work  of  home  and  foreign  missions. 

This  laudable  desire  is  leading  to  a  deeper  life  of 

intercession,  and  to  the  fuller  yield- 

Master.  And  this  desire  is  further 
manifest  in  the  eager  willingness  to  assume  some  defi- 
nite missionary  support  in  connection  with  the  par- 
ticular fields  about  which  the  school  has  been  in- 
structed. 

The  parish  abroad  idea  meets  such  a  situation 
capitally  and  many  schools  are  now  following  this 

plan.     Where  a  parish  abroad  is  not 

within  the  reach  of  the  school  alone, 
a  group  of  schools  can  easily  combine  their  offerings 
to  such  an  end. 

The  lines  of  definite  missionary  support  range  all 
the  way  from  the  salary  of  a  missionary  or  a  native 

worker  to  the  support  of  all  kinds  of 
Variety  of  mis-  ^^^^  ^^^^^  ^^^  schools,  hospitals, 
sionary  activity  ,  j    .i       ii 

orphanages,   presses,   and  the  like. 

There  is  such  a  great  variety  of  missionary  activity 
in  the  home  and  foreign  fields  that  every  line  of  deep- 
ened missionary  interest  in  the  Sunday-school  can 
find  some  corresponding  avenue  of  expression.  One 
school  has  more  than  twenty  lines  of  definite  mission- 
ary support,  sharing  in  home  missionary  work  in 
cities,  among  the  mountaineers,  for  the  foreign- 
speaking  people,  along  the  frontiers,  and  among  the 
negroes,  as  well  as  participating  in  missionary  work 
on  three  other  continents  and  in  several  islands  of 
the  seas. 


XY 
MISSIONARY  SERVICE 

THE  test  of  the  vitality  of  the  missionary  edu- 
cational program  is  in  the  school's  larger 
participation  in  all  kinds  of  missionary 
service.  It  is  as  important  for  the  Missionary  Com- 
mittees of  the  school  and  of  the  organized  Bible 
classes  to  anticipate  forms  of  missionary  service  as  it 
is  for  them  to  devise  plans  for  mis- 
r*^th*T7t  ^^'^  sionary  education  and  to  project 
courses  of  mission  study.  The  three 
highest  forms  of  missionary  expression  are  prayer, 
giving,  and  the  offering  of  life  to  bring  in  the  King- 
dom of  God  in  all  the  world.  There  are  innumerable 
forms  of  helpful  missionary  service  which  can  be 
adapted  to  the  various  grades  in  the  Sunday-school. 

The  dawning  of  the  missionary  spirit  in  the  little 
child  is  greatly  helped  as  he  is  taught  to  show  grati- 
tude for  the  many  benefits  he  has 
filslor  Httir""''    received  and  as  he  is  encouraged  to 
children  share  his  blessings  with  other  chil- 

dren. His  kindly  interest  will  be 
aroused  as  he  provides  flowers,  and  pictures,  and 
toys,  and  books,  and  playthings  and  clothing  for 
needy  children  in  homes,  hospitals,  orphanages,  and 
other  institutions. 

The  Junior  is  a  perpetual  collection  agency.  This 
tendency  may  be  turned  into  missionary  channels  by 
collecting  post-cards  and  pictures  and  making  them 

96 


In  the  Sunday-School  97 

into  scrap-books  for  orphanages  or  mission  stations. 

The  Juniors  will  be  delighted  to  gather  x^apers  and 

magazines  ibr  homes  for  the  aged  and 

Missionary  service    i^^igent,   and   to  collect   articles  of 

clothing  for  the  city  industrial  mis- 
sions and  the  Salvation  Army.  In  the  supervised 
play-life  of  the  Junior  boy  and  girl  in  their  relation 
to  foreign-speaking  children  the  school  finds  a  unique 
opportunity  for  a  most  needed  missionary  service. 

The  Mission  Band  is  a  fine  organization  for  the 
through- the- week  work  of  the  Juniors.     In  the  days 

^.-   w,   ,     «    .     of  the  pioneer  a  young  bride  went  to 
Tlie  Mission  Band      ,.        .  ^.        ,.'1^,  -  •     ^ 

live  m  a  tiny  little  prairie  town  in 

Kansas.  The  first  trees  in  the  place  were  planted 
by  her  husband.  From  early  girlhood  she  had  been 
a  worker  in  the  Sunday-school,  and  in  this  little 
prairie  town  she  took  the  younger  boys  and  girls. 
Between  Sundays  she  had  them  come  to  her  home 
and  she  organized  them  into  a  Mission  Band,  and 
they  had  fine  missionary  stories  and  beautiful  exer- 
cises, and  they  heard  much  about  the  little  children 
in  China.  And  the  boys  and  girls  in  the  little  Mis- 
sion Band  set  hens  and  raised  chickens  and  sold  eggs 
and  ran  errands  and  collected  old  iron  and  rubber 
and  odd  bits  of  paper,  and  gathered  berries  and 
picked  fruit — all  to  earn  money  to  support  a  Bible 
woman  for  the  children  in  China.  Was  that  all? 
And  the  boys  and  the  girls  of  this  little  Mission  Band 
grew  big,  and  when  they  were  finally  grown,  one  of 
the  band  went  as  a  missionary  to  Africa,  and  later 
when  God  had  greater  need  for  her  husband  in  heaven 
than  in  Africa,  she  came  home  and  has  since  been 
the  head  of  a  home  mission  school  in  America ;  an- 


98         The  Why  and  How  of  Missions 

other  went  as  the  wife  of  a  missiouary  to  the  Philip- 
pine Islands ;  another  became  the  head  of  one  of  the 
largest  Christian  associations  in  the  Orient ;  another 
is  a  medical  missionary  in  the  Philippines  ;  and  an- 
other went  with  her  husband  to  Alaska,  and  in  a  let- 
ter written  from  Alaska  to  the  woman  leader  of  the 
Mission  Band  in  the  prairie  town  in  Kansas,  she 
said,  ' '  I  never  can  forget  the  little  Mission  Band ; 
for  in  the  Mission  Band  you  made  every  one  of  us 
feel  as  though  we  should  be  missionaries. "  And  five 
members  of  the  little  Mission  Band  in  their  mission- 
ary service  touched  three  of  the  continents  of  the 
globe. 

The  Surplus  Material  Department  is  an  activity  of 
the  World's  Sunday-School  Association.     It  places 

the  local  school  in  personal  touch 
e  surp  us  with  representatives  on  the  foreign 

field.  Multiplied  thousands  of  mis- 
sionaries have  received  Sunday-school  supplies  and 
many  other  articles  direct  from  Sunday-schools 
through  the  work  of  this  department.  A  request 
to  Surplus  Material  Department,  218  Metropolitan 
Tower,  New  York,  stating  the  denomination  of  the 
school,  will  bring  the  name  of  a  missionary  with 
whom  you  will  be  glad  to  correspond.  Descriptive 
leaflets  giving  detailed  information  about  the  many 
kinds  of  materials  acceptable  for  use  on  the  foreign 
fields  may  be  had  upon  application.  The  Eev.  Sam- 
uel D.  Price,  a  Presbyterian  minister  of  Camden, 
N.  J.,  is  the  one  under  God  to  whom  we  are  indebted 
for  the  happy  idea  of  the  Surplus  Material  Depart- 
ment, an  ever- widening  channel  of  increasing  useful- 
ness in  missionary  service. 


In  the  Sunday-School  99 

Personal  service  assumes  larger  importance  in  the 
Intermediate  and  Senior  Departments  of  the  school. 

At  this  age  the  older  boys  and  girls 
Personal  service  ^^  ^^^^     ^^^^  ^^  helpers  in  the 

for  adolescents  .     .    .  ^1,  , 

training   of  the   younger  boys  and 

girls.  The  multitudinous  forms  of  social  community 
service  now  press  forward  to  claim  the  intensely  act- 
ive scholars  of  these  adolescent  years.  A  survey  of 
the  needs  of  the  neighborhood  will  suggest  the  pe- 
culiar types  of  work  to  be  done.  The  best  line  of 
procedure  in  these  years  is  to  discover  the  need  and 
then  to  present  the  specific  need  to  the  class  or  de- 
partment and  ask  them  what  they  think  can  be  done 
about  it.  The  resourcefulness  of  these  young  minds 
in  suggesting  practical  ways  of  meeting  definite  needs 
is  a  never  ending  source  of  wonder  to  the  mature 
members  of  the  church.  In  some  cases  the  need  it- 
self may  be  observed  by  a  member  of  the  class,  and 
that  member  then  should  present  the  case  to  the  class 
or  department  for  action. 

The  Intermediates  may  be  used  in  securing  sub- 
scriptions for  missionary  periodicals,  in  the  circula- 

„,    .  ,       tion  of  missionary  literature,  and  as 

/nissionarv  service 

for  Intermediates  Participants  in  missionary  programs. 
Unusual  interest  surrounds  the  plans 
of  securing  articles  and  packing  missionary  boxes  or 
barrels  for  missionaries  on  the  home  and  foreign  fields. 
Correspondence  beforehand  with  the  right  Home  or 
Foreign  Mission  Board  will  determine  the  kind  of 
articles  needed  and  the  full  directions  about  shipping. 
There  is  a  wide  variety  of  activities  in  connection 
with  the  social  and  benevolent  life  of  the  city  or  town 
within  the  province  of  the  early  adolescent,  and  these 


lOO       The  Why  and  How  of  Missions 

activities  he  can  perform  acceptably  under  adult  su- 
pervision. Special  lines  of  missionary  service  which 
they  have  discovered  for  themselves  are  generously 
supported  in  these  years. 

In  addition  to  the  more  common  forms  of  personal 
service,  the  Senior  should  be  encouraged  to  partici- 
pate  in  such  kinds  of    missionary 
Missionary  service  .  , 

f         i  rs  service  as  require  greater  responsi- 

bility on  the  part  of  the  individual. 
They  may  now  lead  in  mission  study  classes,  teach  in 
mission  Sunday-schools,  and  assist  in  the  local  move- 
ments for  community  betterment  through  the  social 
settlements  and  playgrounds.  Not  far  away  from  the 
Sunday-school  is  always  a  community  with  inade- 
quate religious  privileges.  In  such  a  community 
prayer  and  testimony  meetings  may  be  held,  an  ex- 
tension Bible  class  might  be  formed,  or  a  mission 
Sunday-school  organized.  Some  mission  Sunday- 
schools  are  of&cered  and  taught  entirely  by  members 
of  the  Senior  Departments  of  other  schools.  Aban- 
doned church  buildings  are  a  great  challenge  to  the 
missionary  spirit  of  these  young  people.  Every  such 
building  ought  to  be  made  to  resound  once  again 
with  praise  and  prayer,  under  the  joyful  testimony 
of  these  youthful  leaders  in  missionary  service.  The 
promotion  of  the  Pocket  Testament  League  is  a  beauti- 
ful activity,  for  all  missionary  service  is  bound  up 
most  intimately  with  the  further  circulation  and  study 
of  the  sacred  Scriptures. 

For  the  Adult  and  Home  Departments  of  the  Sun- 
day-school the  finely  wrought  out  programs  of  social 
service  offer  an  attractive  field  of  missionary  service. 
The   social    program    of   the   Church   is  the   home 


In  the  Sunday- School  loi 

mission  aspect  of  the  Church's  foreign  mission  prob- 
lem.    The  working  manual  for  the  social  service  pro- 
gram   of    the    Church    is   Matthew 

HoLl)"epa^r"n,ent8  ^^^^^  ^^  ^^  ^^^-  ^^'  inclusive.  As 
varied  as  the  human  need  so  likewise 
should  be  the  supply.  Community  betterment,  child 
welfare,  increased  facilities  for  education,  finer  educa- 
tional equipment  in  the  Sunday-school,  more  whole- 
some housing  conditions,  purer  water  and  better  food 
and  more  of  it,  the  destruction  of  the  liquor  traffi.c,  the 
suppression  of  evil — everything  that  will  help  to  con- 
serve life,  more  abundant  life,  should  engage  the 
thoughtful  consideration  and  the  most  loyal  support 
of  all  mature  Christians. 

The  little  lad  was  flying  his  kite  on  the  city  street, 
and  at  the  end  of  the  block  the  street  dropped  a  hun- 
dred feet  and  more  straight  down  to 
jjj  j.jjjg  the    rocky  beach   below.     And  the 

wind  was  high  and  the  pull  on  the 
kite  string  was  strong,  and  looking  aloft  at  the  finely 
flying  kite  the  little  lad  followed  slowly,  holding  tightly 
to  the  straining  string — and  steps  off  of  the  cliff  and 
falls  a  mangled  lifeless  form  on  the  rocks  beneath. 
As  the  father  sat  weeping  beside  the  little  broken 
body,  he  sobbed:  ^^I  have  always  said  that  there 
ought  to  be  a  fence  on  the  cliff.  If  there  had  been  a 
fence  on  the  cliff  I  would  now  have  my  boy."  Hos- 
pitals and  morgues  are  fine  for  those  who  are  broken 
in  falling  over  the  cliffs — but  build  more  fences  so  as 
to  keep  boys  from  falling  at  all. 


XVI 

MISSIONAEY  SERVICE  AND  THE 
CHRISTIAN  LIFE 

THE  pastor  of  the  college  diurch  had  seen 
service  on  the  foreign  field,  and  his  heart 
was  all  aglow  with  the  passion  of  Christ  for 
the  winning  of  the  lost.     Yet  the  life  of  the  college 
church  was  purely  formal.     Nothing  ever  happened. 
The  Sunday-school  and  the  church  services  were  alike 
uninteresting.     The  meetings  of  the 
issionary  servic      young  people  were  spiritless,  and  for 

of  the  church  testimonies  the  members  of  the  so- 

ciety were  giving  select  readings  de- 
picting the  experiences  of  other  Christians,  because 
they  had  no  experiences  of  their  own  to  tell.  Then 
the  missionary  pastor  made  a  discovery.  Some  miles 
away  over  the  hills  bordering  along  the  river  bank 
lived  a  small  colony  of  river  rats.  They  lived  in  log 
houses  partly  built  out  of  the  driftwood  which  came 
down  the  big  stream  at  flood  time.  They  lived  pre- 
cariously, existing  mostly  by  fishing  and  by  following 
the  uneven  life  of  the  river  trades.  The  clearing  in 
the  timber  had  grown  and  other  families  had  come, 
and  now  quite  a  collection  of  house- boats  and  log  huts 
were  huddled  together  in  the  bottom  lands.  Yet  the 
people  in  the  little  settlement  were  "across  the  river ' ' 
from  everything,  and  "beyond  the  hills'^  from  every- 
body.    No  religious  services  had  ever  been  held  in  the 

I02 


In  the  Sunday-School  103 

neighborhood.  And  one  Sunday  afternoon  the  pastor 
took  a  sleigh  load  of  young  men  to  a  meeting  for 
praise  and  prayer  in  a  roughly-built  cabin  down 
among  the  river  rats.  The  young  men  took  part  in 
the  meeting  there,  and  later  they  set  the  young  peo- 
ple's meeting  in  the  college  church  on  fire  as  they  told 
the  story  of  their  experiences  among  the  people  who 
lived  such  lonely  lives  down  in  the  flats.  Others  now 
were  eager  to  go,  and  thus  regular  services  were  held 
and  a  Sunday-school  was  organized.  Then  God  hon- 
ored the  teaching  of  His  Word  in  such  a  gracious  re- 
vival that  enough  of  the  river  rats  were  born  anew 
of  heavenly  grace  to  found  a  church.  But  an  even 
greater  revival  came  to  the  college  church  on  the 
hill,  for  all  they  who  worked  in  the  mission  in  the 
river  flats  were  burning  brands  that  kindled  flames 
of  fire  in  other  lives.  And  a  few  years  afterwards 
the  college  president  gave  a  diploma  to  the  honor 
student  of  the  senior  class— and  that  honor  student 
was  the  first  boy  converted  in  the  log  cabin  mission 
down  among  the  river  rats. 

In  a  period    of  intense  city  missionary  activity 
eight  companions  followed  their  youthful  leader  into 

the  Christian  ministry.     It  is  some- 
Missionary  service    ^^^^^  ^^.^  ^^^^  ^-^^^^  ^^^  ^^  ^^^  ^^^ 

discovers  workers 

didates  for  the  ministry  because  the 

ministry  is  so  poorly  paid.  A  young  man  was  start- 
ing to  college  to  train  for  the  ministry,  and  his  uncle 
remarked  to  his  younger  brother,  "  I  do  not  see  why 
your  brother  wants  to  go  into  the  ministry  :  there  is 
no  money  in  that. "  And  the  younger  brother  an- 
swered, ' '  My  brother  is  not  going  into  the  ministry 
for  the  money  that  he  can  get  out  of  it.'^     A  remark 


104       The  Why  and  How  of  Missions 

which  shows  again  that  in  spiritual  discernment 
youth  is  clear-eyed.  To  enter  the  ministry  a  young 
man  gave  up  a  responsible  position  which  paid  him 
three  times  the  salary  that  he  received  as  a  pastor 
after  nine  years  of  superb  preparation.  Candidates 
for  the  ministry  and  for  every  other  form  of  Chris- 
tian work  are  found  in  missionary  service.  When 
young  people  once  experience  the  unclouded  delight  of 
religious  work  for  others,  you  might  chain  them  hands 
and  feet,  and  yet  they  will  roll  into  Christian  service. 
Stephen  belonged  to  that  first  group  of  Christians 
which  was  set  apart  for  social  service  work  distinct- 
ively.     And   that  service  enriched 

Missionary  service     ,.  •   -4^     i    ivc        t^?   c<^     i  x.   ^ 

.  .        .  his  spiritual   life.     If  Stephen  had 

enriches  spir-  ^  ^ 

itual  life  ^^^   ^^^   constant  communion  with 

his  Lord,  it  is  not  likely  that  he 
would  have  seen  the  heavens  opened  in  the  end. 
And  the  fact  that  the  missionary  tasks  are  so  weighty 
as  not  to  be  carried  out  in  human  strength  alone 
makes  for  the  development  of  the  spiritual  life,  since 
the  devoted  missionary  worker  must  lean  heavily 
upon  God. 

Missionary  service  and  activity  makes  prayer  a 

greater  reality.     In  the  missionary  enterprise  one  is 

always  coming  upon  a  kneeling  fig- 

rayer  a  grea  er       ^^,^      j^  missions  one  is  in  constant 

r£fl.iiiv 

fellowship  with  those  kingly  souls 
whose  conversations  are  all  in  heaven  and  of  whom 
prayer  is  the  vital  breath  and  Bible  study  their  daily 
delight. 

Missionary  service  lifts  all  lifers  horizons  and 
broadens  the  intellectual  outlook  upon  the  world. 
One  cannot  continue  to  be  provincial  while  dwelling 


In  the  Sunday-School  105 

in  the  presence  of  the  universal.     America  is  worth 

saving  alone,  but  who  would  want  America  to  be 

.  ,    .         saved  alone  ?    It  now  becomes  Amer- 
Lifts  life's  horizons    .        ^       ,,  i^         ^   ^i.  1^  i? 

ica  for  the  world,  and  the  world  for 

Christ.  And  the  missionary  knows  that  you  cannot 
both  save  America  and  lose  the  world  at  the  same 
time.  So  the  missionary  spirited  person  becomes  an 
American  citizen  of  the  world. 

Missionary  service  of  education,  prayer,  and  ac- 
tivity gives  right  attitudes  towards  the  other  races  of 

the  world.  Our  race  is  but  one 
Gives  right  amonff    many.      This     is     not    our 

world  :  it  IS  theirs  and  ours  together. 
Missionary  education  enables  one  to  know  the  other 
people  of  the  i)lanet.  This  knowledge  removes  racial 
prejudices  and  fear,  and  instills  in  the  mind  whole- 
some respect  and  interest,  and  brings  about  a  better 
understanding  and  more  brotherly  relations. 

Missionary  service  makes  for  Christian  certainty. 
The  missionary  believes  profoundly  in  the  Word  of 

God,  and  in  the  power  of  the  Christ 
Service  and  ^^  save.     The  missionary  knows  that 

the  life  of  holiness  is  for  all  men.  A 
traveller  once  wrote  with  a  SDcer,  ''Ko  one  but  the 
missionary  believes  in  the  possibility  of  winning  the 
world."  He  rather  should  have  said.  No  one  but 
the  missionary — and  God!  '^And  I,  if  I  be  lifted 
up  from  the  earth,  will  draw  all  men  unto  Myself." 
A  long  time  missionary  was  asked,  ''What  disap- 
pointments have  you  had?"  "I  never  had  any,'^ 
he  replied.  And  then  he  was  asked,  "What  dis- 
couragements do  you  see?"  " I  do  not  see  any,"  he 
answered.     It  was  a  missionary  who  said,  "The  fu- 


io6       The  Why  and  How  of  Missions 

ture  is  as  bright  as  the  promises  of  God. "     Whoso 

believes  in  the  efficacy  of  the  Gospel  as  they  who  are 

giving  it  to  the  world  ? 

Missionary  service  makes  for  a  satisfying  Christian 

experience.     An  outgoing  missionary  said,  ''If  you 

never  see  me  again,  remember  that 
A  satisfying  Chris-     j  ^^  ^^^  ^-^j^  ^  ^^-^^  ^^  ^^  ^^^^  „ 

And  these  were  the  last  words  spoken 
to  a  friend  by  a  woman  missionary  as  her  life  slowly 
burned  out  with  the  African  fever,  ' '  Tell  mother  I 
never  regretted  coming  out  here.  Tell  sister  Martha 
to  train  her  children  for  missionary  service.  Tell 
Park  Street  Church  to  send  some  one  to  take  my 
place.  ^^  And  Horace  Pitkin,  soon  to  be  martyred  in 
a  house  now  all  encircled  in  flames,  sends  this  mes- 
sage to  his  wife,  ''Train  little  Horace  to  be  a  mis- 
sionary and  send  him  to  China."  And  out  from 
Africa  again  comes  this  exultant  exclamation  from  a 
dying  hero  of  the  Cross :  "  Though  a  thousand  fall 
let  not  Africa  be  given  up."  And  it  was  in  the 
searching  light  that  falls  across  the  pathway  as  one 
nears  the  eternal  city  that  David  Brainerd  said,  "I 
declare,  now  that  I  am  dying,  I  would  not  have  spent 
my  life  otherwise  for  the  whole  world."  However 
rough  the  way,  or  fierce  the  struggle,  the  missionary 
life  begins  in  joy,  is  lived  in  peace,  and  ends  in  glory. 
Missionary  service  adds  not  only  quality  but  com- 
pleteness to  the  Christian  life.     Missions  is  the  thought 

of  God  for  the  world.  As  the  Chris- 
Christian  living        *^^^  ^^  complete  in   Christ,  so  the 

Christian  life  is  complete  in  the  serv- 
ice of  Christ.  The  sweetest  Christian  word  to  the 
child  is  Jesus,  and  the  little  child  as  he  grows  in  grace 


In  the  Sunday-School  107 

loves  devotedly  the  name  of  Jesus,  for  the  child  knows 
Jesus  as  Saviour.  In  the  teen  years  there  is  a  new 
awakening.  Hard  questions  press  for  answer.  Loud 
calling  voices  clamor  for  a  hearing,  while  above  all 
there  is  the  adventurous  love  for  the  heroic,  and  a 
dawning  desire  to  do  something  worth  while  for  the 
world.  Just  now  the  life  bursts  open  to  admit  an- 
other, and  two  can  only  walk  together  as  they  agree 
—and  to  affect  such  a  beautiful  reconciliation  between 
two  personalities,  the  spirit  of  sacrifice  is  born.  This 
is  the  moment  of  supreme  meaning  to  the  Christian 
life.  Where  shall  be  found  the  full  satisfaction  for 
that  love  of  the  heroic  and  where  shall  be  found  a 
cause  big  enough  to  claim  the  last  full  measure  of 
this  life's  devotion?  The  Christian  life  demands 
the  missionary  enterprise  for  its  own  complete- 
ness. Youth's  love  of  the  heroic  responds  in  an 
answering  gladness  to  the  sublime  heroisms  in  the 
missionary  lives  laid  down  for  the  world  when  they 
had  nothing  to  gain  but  a  martyr's  death.  Youth's 
eager  questionings  about  an  adequate  field  of  service 
is  met  in  the  missionaries'  gift  of  the  world  as  a  field 
for  service.  Youth's  sacrificial  hunger  for  a  master- 
ing personality  is  more  than  met  by  the  missionaries' 
offer  of  a  Eedeemer  for  the  whole  world.  And  now 
Jesus  the  Saviour  of  childhood  is  recognized  as  the 
Lord  and  Master  of  youth  and  of  all  life  and  of  all 
the  world — and  the  Christian  life  of  the  youth  is 
going  on  to  completion  as  he  acknowledges  Jesus 
Christ  as  Saviour  and  Lord. 


XYII 

EECEUITING 

"m       i|"EN    WANTED!"     The  highly  colored 

1%  /I     bill-board  stands  at  the  junction  of  the 

JL  ▼  JL.   city  streets.     It  is  a  picture  that  would 

fire  the  heart  of  a  stone  man,  for  it  represents  the 

call  of  his  country  to  military  service,  and  on  the 

bill-board  there  is  an  even  more  bril- 

chluenging  calls       ^^^^^  ^^^^  ^^^*  catches  the  eyes.     It 
reads,  "A  chance  to  see  the  world." 
'^Men   wanted!"     No    gaudy    colors   now.     No 
brilliant  uniforms.     Dull  grays  mostly,  and  simple 
at  that.     They  clothe  the   common  folk — sick  and 
wounded  and  helpless  and  ready  to  die.     But  there 
is  one  bright  line — a  very  bright  line.     It  reads,  ^'  A 
chance  to  help  the  world. ' '     And  they  who  follow  this 
line  shall  have  the  light  of  life,  and  so  shall  never 
walk  in  darkness,  for  they  are  the  light  of  the  world. 
It  is  singularly  curious  how  much  alike  all  nationali- 
ties are  in  this  matter  of  the  recruiting.     The  Korean's 
life  began  on  the  farm,  and  on  a  gala 

.„ii  .o«,-  day  he  walked  for  the  first  time  to 

call  came  *^ 

the  city  some  miles  away,  and  saw 
strange  sights  and  felt  the  pulse  beat  of  another 
world  ;  and  later  he  left  the  farm  and  moved  to  the 
city,  for  he  said,  "The  farm  was  no  longer  large 
enough  for  my  life. "  And  he  was  not  quite  fifteen 
when  the  awakening  came  which  led  him  finally  into 
missionary  service. 

io8 


In  the  Sunday-School  109 

The  "Nez  Perce  Indian  testified  to  the  saving  grace 
of  God  which  led  him  as  a  missionary  to  the  Indians 
of  other  tribes.  And  he  told  how  the  love  of  Christ 
came  to  him  one  day  in  the  forest  and  how  he  longed 
then  and  there  to  tell  others  what  a  wonderful  Saviour 
he  had  found.  And  he  said  that  he  was  about  fifteen 
when  the  gracious  call  of  God  came  to  his  heart  and 
set  him  in  the  ministry  and  in  missionary  service. 

The  young  Pole  is  a  Sister  of  the  Holy  Family,  and 
a  Christian  teacher,  and  she  said  that  she  took  her 
first  vows  in  the  sisterhood  at  a  bit  under  fifteen. 

And  this  other  is  a  world  renowned  actress  and 
from  that  view-point  her  life  has  apparently  been  a 
success.  But  far  back  in  her  consciousness  there  is 
the  thought  that  it  might  have  been  better,  for  she 
writes:  "If  the  medical  colleges  had  been  open  to 
women  when  I  was  a  young  girl  of  fifteen  I  would 
have  given  my  life  to  the  care  of  little  children. " 

The  young  French  priest  had  been  in  holy  orders 
only  four  years,  and  yet  he  is  professor  in  an  im- 
portant church  school  in  France.  And  he  said  that 
he  had  felt  the  call  to  the  priesthood  and  began  his 
fourteen  years  of  special  training  when  he  was  a  bit 
past  fourteen  years  of  age. 

And  God  says,  "They  that  seek  Me  early  shall  find 

Me. "    And  the  call  to  service  and  to  lifers  everlasting 

decision  often  comes  far  earlier  than 

r  y  impressions  ^^  know.  "Know  ye  not  that  I 
decisive 

must  be  about  My  Father's  busi- 
ness ? ' '  are  the  words  of  the  boy  Jesus  when  His  par- 
ents found  Him  in  the  temple  at  the  age  of  twelve. 
The  impressions  which  determine  the  direction  of  the 
life  are  usually  made  before  twelve  years  of  age,  and 


no       The  Why  and  How  of  Missions 

the  personal  decision  is  registered  and  the  course  of 
life  is  fixed  in  the  middle  and  the  later  teens. 

The  whole  problem,  of  life-work  is  exceedingly  im- 
portant.    Only  one  in  twenty  hold  steady  to  the  first 

task  to  which  they  give  their  lives 
Lifc'work 
problem  ^^  *^^  commercial  and  professional 

world.  There  are  now  ten  thousand 
different  lines  of  activity  on  the  continent  of  IN^orth 
America,  and  it  is  of  vital  concern  to  the  Sunday- 
school  that  every  life  entrusted  to  its  training  shall 
find  that  place  and  do  that  work  for  which  it  is  most 
fitted,  and  where  the  life  can  best  glorify  God  in  the 
service  of  men. 

The  Sunday-school,  however,  is  a  particularly  im- 
portant factor  in  enlisting  recruits  for  ministerial, 

missionary  and  social  service.  As 
T  e  Sun  ay=sc  oo  ^^^  missionary  educational  program 
a  recruiting  agency    .  4.    .y    ^-     i      4.1,    1 

IS  carried  out  effectively,  the  known 

needs  of  the  home  and  foreign  mission  fields  will 

make  their  irresistible  appeal  and  the  young  lives 

will    answer   as  Isaiah,    ^'Here  am  I;   send  me.'^ 

Every  talent  that  is  useful  in  the  service  of  the 

Church  in  the  home  land  would  be  even  more  useful 

in  the  lands  of  greater  need.     A  candle  that  casts 

a  shadow  amid  the  blaze  of  electric  lights  would 

illumine  the  midnight  gloom  in  a  dark  place. 

A    teacher  resigned  an  attractive  position  in  a 

western  High  School :  there  were  fifty  applications 

,     for    the    position  in  two  days.     A 
Comparative  needs       .,,       ,,.       />,t..         1,^4-1. 
girls'   school    m    China    had  to  be 

closed  for  the  lack  of  one  teacher. 

One  church  in  an  eastern  city  considered  &ve  hun- 
dred names  in  choosing  a  pastor.     A  foreign  mission 


In  the  Sunday-School  1 1 1 

station  among  millions  of  people  has  had  no  new  mis- 
sionary in  a  generation. 

A  northern  town  of  five  hundred  has  four  resident 
pastors.  One  missionary  in  Africa  had  a  million 
souls  in  his  back  yard. 

A  southern  town  of  three  hundred  has  four  churches 
on  the  same  side  of  one  block.  There  are  unoccupied 
empires  in  mission  lands. 

A  fine  young  man  was  struggling  for  a  foothold 
amoDg  thirty- two  trained  and  capable  physicians  in 
a  small  city  in  the  central  west.  In  one  mission  field 
it  is  a  thousand  miles  to  the  nearest  doctor. 

In  the  light  of  the  world's  deep  need  the  question 
is  no  longer,  Why  should  you  go  ?  but  the  question 
now  is,  How  can  you  stay.? 

Let  this  challenge  of  Ion  Keith-Falconer  reach  the 
Christian  youth  of  the  Sunday-schools  :  *^  While  vast 
continents  are  shrouded  in  almost  utter  darkness, 
and  hundreds  of  millions  suffer  the  horrors  of  hea- 
thenism and  of  Islam,  the  burden  of  proof  rests  upon 
you  to  show  that  the  circumstances  in  which  God  has 
placed  you  were  meant  by  Him  to  keep  you  out  of 
the  foreign  field. " 

But  how  can  one  be  sure  about  the  call  to  mission- 
ary   service?     '*A  need,   a  need  known,   and  the 

_^     ,    .  „    ability  to  meet  that  need  constitutes 

The  missionary  call  *"  u  .    i^  ^^■ 

a  call."     ''For  behold  your  calling, 

brethren,   that  not  many  wise  after  the  flesh,  not 

many  mighty  are  called,  not  many  noble  are  called  : 

but  God  chose  the  foolish  things  of  the  world  that 

He  might  put  to  shame  them  that  are  wise  :  that  no 

flesh  should  glory  before  God.^'     It  must  never  be 

forgotten  that  two  of  the  wonder  men  whom  Jesus 


112        The  Why  and  How  of  Missions 

called  to  be  Apostolic  missionaries  were  judged  by 
the  intellectual  standards  of  their  day  as  ^'unlearned 
and  ignorant  men." 

The  recruits  for  ministerial,  missionary  and  social 
service  are  usually  discovered  in  observing  the  man- 
ner in  which  the  young  people  re- 
Discovering  Chris-  j^^  ^^  ^^iig  ^^^  ^^^     and  the  ab- 
tian  leaders 

sorbing  way  in  which  they  devote 

themselves  to  Christian  service.  No  one  thing  so 
quickly  makes  for  the  offering  of  young  lives  in 
Christian  service  as  to  have  missions  thoroughly  nat- 
uralized in  the  home.  Missions  is  naturalized  in  a 
home  whenever  the  conversation  concerning  Chris- 
tian service  as  a  life-work  is  free  from  sharp  criticism 
and  from  the  deadly  opposition  of  ignorance  and 
prejudice. 

In  securing  volunteers  for  missionary  service,  the 
Missionary  Committee  should  have  the  hearty  cooper- 
ation of  all  the  workers  in  the  Sun- 
day-school. The  adolescents  are  so 
in  love  with  the  heroic  that  it  is  comparatively  easy 
to  lift  their  hearts  to  the  challenge  of  the  dif&cult  in 
certain  forms  of  foreign  missionary  service.  What- 
ever rebuffs  they  may  suffer  at  other  hands,  all  who 
feel  the  call  of  God  will  find  sympathy  and  help  in 
the  Missionary  Committee.  They  who  would  lead 
many  youths  into  the  paths  of  Christian  service  must 
cultivate  the  habit  of  listening  patiently  to  day 
dreamers,  as  these  impart  to  them  the  knowledge  of 
the  visions  which  flood  their  souls.  Too  much  em- 
phasis cannot  be  laid  upon  the  importance  of  always 
speaking  in  an  appreciative  way  of  all  Christian 
workers  and  of  dwelling  particularly  upon  the  joy  as 


In  the  Sunday-School  1 13 

well  as  the  sacrifice  which  is  found  in  Christian  serv- 
ice— the  joy  which  the  Master  knew  and  which  en- 
abled Him  to  endure  the  Cross. 

The    Missionary    Superintendent    should   keep  a 
prayer  list  of  the  volunteers.    He  should  hold  occa- 
sional interviews  with  each  one  alone 

.  vat  ngthe  ^^  encourage  him  in  his  purpose  and 
volunteers  i.     i.  1      i.        •  i  1 

to  help  him  in  any  personal  prob- 
lems which  may  arise.  Where  there  are  several  vol- 
unteers these  may  be  brought  together  occasionally, 
and  such  meetings  should  be  fairly  dynamic  with  in^ 
terest  and  spiritual  power.  The  call  to  serve  ij 
always  a  call  to  prepare.  And  all  volunteers  for 
Christian  service  as  a  life-work  should  be  urged  to 
make  the  most  careful  preparation.  Jesus  was  con- 
scious of  His  call  at  the  early  age  of  twelve  :  He  then 
devoted  eighteen  years  to  getting  ready  to  do  less 
than  four  years'  public  work. 

Upon  entering  college  the  recruits  for  foreign  mis- 
sions should  become  identified  immediately  with  the 
Student  Volunteer  Band.  The  Student  Volunteer 
Declaration:  ^*It  is  my  purpose,  if  God  permit,  to 
become  a  foreign  missionary,"  might  be  signed  in 
duplicate — the  one  card  to  be  filed  with  the  Student 
Volunteer  Movement,  and  the  other  card  to  be  kept 
in  the  study  Bible  where  it  may  appear  always  as  a 
covenant  with  God. 


XYin 

MISSIONAEY  BOOKS 


ATALOGUES     of    additional    missionary 


books,  exhibit  and  program  material,  sent 


^^>i  free  on  application  to  any  Home  or  Foreign 
Mission  Board,  or  to  the  Missionary  Education  Move- 
ment. 

The  books  listed  below  can  be  secured  from  any 
publishing  house.  Add  eight  cents  for  postage  per 
book  on  individual  orders. 

Selected  missionary  libraries  composed  of  from  six 
to  ten  volumes  can  be  secured  in  uniform  binding  at 
about  half  the  published  price.  Descriptive  leaflets 
sent  on  request  to  the  Missionary  Education  Move- 
ment. 

I.     Missionary  Tools 

Fuel  for  Missionary  Fires, 
Holding  the  Ropes, 
Missionary  Education  in  the  Sunday- 
School,      

The  Life  of  Prayer  Indispensable  for 
World  Winners,  -         -         . 

Over  Against  the  Treasury, 
With  You  Always,  -         -         -         - 
Church  Finance,    -         -         -         - 
Missions  in  the  Sunday-School, 
Boys'  Congress  of  Missions,     - 
Five  Missionary  Minutes, 
Missionary  Programs  and  Incidents, 
Missionary    Methods    for    Sunday- 
School  Workers,  -        .         - 

114 


Brain,  - 
Brain,  - 
Diffendorfer, 

Doughty,     • 

Fenn,    - 
Fenn,    - 
Agar,    - 
Hixson, 
Koehler, 
Trull,    -       . 
Trull,    -       - 
Trull,    -       . 


.35 
1. 00 

.20 

.10 
.10 

.15 

.50 
.50 
•SO 
•50 
.50 

.50 


In  the  Sunday-School 


"5 


II.     Pastors 

Bashford,  -  God's  Missionary  Plan  for  the  World,  .75 
Bliss,  -  -  The  Missionary  Enterprise,  -  -  1.25 
Brown,  A.  J.,  The  Foreign  Missionary,  -  -  1.50 
Dennis,  •  Christian  Missions  and  Social  Prog- 
ress (3  Vols.),  -  -  -  -  7.50 
Dennis,  -  The  New  Horoscope  of  Missions,  -  i.oo 
Fiske,  -  -  The  Word  and  the  World,  -  -  .40 
Gordon,  •  The  Holy  Spirit  in  Missions,  -  -  1.25 
Horton,  -  The  Bible  a  Missionary  Book,  -  i.oo 
Mabie,  -  -  The  Divine  Right  of  Missions,  -  .50 
McLean,  -  Where  the  Book  Speaks,  -  -  i.oo 
Mott,  -  -  The  Future  Leadership  of  the  Church,  i.oo 
Mott,  -  -  The  Pastor  and  Modern  Missions,  -  i.oo 
Pierson,  -  The  New  Acts  of  the  Apostles,  -  1.50 
Robinson,    -     The  Interpretation  of  the  Character 

of  Christ  to  Non-Christian  Races,  1.20 

Robson,       -     The  Resurrection  Gospel,         -        -  1.25 
Speer,   -      -    Missions   and    Modern   History   (2 

Vols.), 4.00 

Wameck,     -    The     Living     Christ    and     Dying 

Heathenism,       -         -         -         -  1.75' 

Watson,       -    God's  Plan  for  World  Redemption,  .50 


III.     Mission  Study  Books 
/.     For  Elementary  Grades  and  Mission  Bands 


Brown,  M.,  -  Old  Country  Hero  Stories, 

Golding,       -  The  Story  of  Livingstone, 

Hall,     -       -  Children  at  Play  in  Many  Lands, 

Kollock,       -  China  Picture  Stories,     - 

Kollock,       -  Immigration  Picture  Stories,  - 

Mendenhall,  Livingstone  Hero  Stories, 

Pomeroy,     -  All  Along  the  Trail, 

2.     For  Intermediates 

Fahs,    -      -  Uganda's  White  Man  of  Work, 

Faris,    -       -  Winning  the  Oregon  Country, 

Hubbard,    -  Ann  of  Ava,  .         -        -        - 

Hubbard,    -  Under  Marching  Orders, 


.25 
•50 
.75 
•30 
•30 
.15 
.25 


.60 
.60 
.60 
«6p 


li6       The  Why  and  How  of  Missions 

Keith,  -       -     The  Black  Bearded  Barbarian,         -  .60 

Mathews,     -     John  Mathews  the  Shipbuilder,        -  .60 

J.     For  Seniors 

Burton,         -     Comrades  in  Service,      -         -         -  .60 

Speer,    -       -     Servants  of  the  King,      -         -         -  .60 

^.     For  General  Use 

Beach,  -       -     Princely  Men  in  the  Heavenly  King- 
dom,    .60 

Brown,  A.  J.,    Rising   Churches   in  Non-Christian 

Lands,  -  -  -  -  -  .60 
Brown,  A.  J.,  The  Why  and  How  of  Foreign  Mis- 
sions, -  ...  -  .60 
De  Forest,  -  Sunrise  in  the  Sunrise  Kingdom,  -  .60 
Doughty,  -  Efficiency  Points,  -  ••  -  -  .  25 
Doughty,  -  The  Call  of  the  World,  -  -  -  .25 
Douglass,  -  The  New  Home  Missions,  -  -  .60 
Eddy,  -  -  India  Awakening,  -  -  -  -  .60 
Eddy,  -  -  The  New  Era  in  Asia,  -  -  -  .60 
Faunce,  -  The  Social  Aspects  of  Foreign  Mis- 
sions, -  -  •  -  -  .60 
Gairdner,  -  The  Reproach  of  Islam,  -  -  -  .60 
Gale,  -  -  Korea  in  Transition,  -  -  -  .60 
Grose,  -  -  Advance  in  the  Antilles,  -  -  .60 
Grose,  -  -  Aliens  or  Americans  ?  -  -  -  .60 
Helm,  -  -  The  Upward  Path,  -  -  -  .60 
Mathews,  -  The  Individual  and  the  Social  Gospel,  .  25 
Moffett,       -     The  American  Indian  on  the  New 

Trail,         -         -         -         -         -  .60 
Mott,    -       -     The  Decisive  Hour  of  Christian  Mis- 
sions,        -         -         -         -         -  .60 
Naylor,         -     Daybreak  in  the  Dark  Continent,    -  .60 
Neeley,        -     South  America :  Its  Missionary  Prob- 
lems,           .60 

Piatt,     -       -     The  Frontier,         -         -         -         -  .60 

Pott,      -       -     The  Emergency  in  China,       -         -  .60 

Shelton,        -     Heroes  of  the  Cross  in  America,      -  .60 

Shriver,        -     Immigrant  Forces,  -         -         -  .60 

Smith,   -       -     The  Uplift  of  China,      •        •        -  .60 


In  the  Sunday-School 


117 


Strong,  •       •     The  Challenge  of  the  City,     •  -  .60 

Taylor,  -       -     The  Price  of  Africa,        •         -  -  .60 

Thoburn,      •     The  Christian  Conquest  of  India,  -  .60 

White,  -       -     The  Churches  at  Work,  -         -  -  .60 

Wilson,        -     The  Church  of  the  Open  Country  -  .60 

Winton,       -     Mexico  of  To-day,          -         -  -  .60 

Zwemer,      -     The  Moslem  World,        •        -  -  .60 

IV.     Library  Books 
/.     For  Readers  Under  Twelve 


Abbott, 

South  Seas, 

•55 

Adams, 

A  Weaver  Boy  Who  Became  a  Mis- 

sionary,       

1. 00 

Andrews,     - 

Each  and  All,         -         -         .         - 

•50 

Andrews,     - 

Seven  Little  Sisters,         -         .         - 

•50 

Baird,   - 

Children  of  Africa,          -         -         - 

.60 

Ballard, 

Fairy  Tales  from  Far  Japan,    - 

•75 

Batty,    - 

The  Great  Big  World,    - 

.60 

Beard,  - 

Home  Mission  Handicraft, 

•75 

Brain,   - 

Adventures  with  Four  Footed  Folk,  - 

I. GO 

Brown,  - 

Children  of  China, 

.60 

Bryson, 

Child  Life  in  China, 

1. 00 

Codington,  - 

Children  in  Blue  and  What  They  Do, 

•50 

Coulson, 

Korea  (Peeps  at  Many  Lands  Series), 

•55 

Crowell, 

Best  Things  in  America, 

.40 

Crowell, 

Junior    Series — on     China,    Japan, 
Africa,    Alaska,    Great   Voyages, 
Great  Pioneers,   Coming   Ameri- 

cans— each,        .         .         -         - 

•25 

Diffendorfer, 

Child  Life  in  Mission  Lands,  - 

•50 

Dimock, 

Comrades  from  Other  Lands,  - 

•25 

Finnemore,  - 

India  (Peeps  at  Many  Lands  Series), 

•55 

Finnemore,  - 

Japan  (Peeps  at  Many  Lands  Series), 

.55 

Fleeson, 

Laos  Folk  Lore,     .... 

•75 

George, 

Little  Journeys  to  Cuba  and  Porto 

Rico, 

•50 

Gomes, 

Children  of  Borneo, 

.60 

Griffis,  - 

Japan  Fairy  World, 

•75 

Headland,    - 

Chinese  Boy  and  Girl,    - 

1. 00 

1 18       The  Why  and  How  of  Missions 

Headland,    -     Chinese  Mother  Goose,  •         -         •  i.oo 

Headland,    -     The  Young  China  Hunters,    -         -  .50 

Henry,  -       -     Some  Immigrant  Neighbors,    -         •  .40 

Johnston,     -     China  (Peeps  at  Many  Lands  Series),  .55 

Johnston,     -     Fifty  Missionary  Heroes,         -         -  i.oo 

Judd,    -       •     Wigwam  Stories,    -         -         -         -  .40 

Kelly,   -       -     Burma  (Peeps  at  Many  Lands  Series),  .55 

Kelman,       -     The  Children  of  India,   •         -         -  .60 
Kelman,      -     The    Story   of   Chalmers    of   New 

Guinea,       -         -         -         -         -  .50 
Kidd,    -       -     South  Africa  (Peeps  at  Many  Lands 

Series), .55 

Lovett,  -       -     James  Gilmore  and  His  Boys,          •  i.oo 

Maclean,      -     The  Children  of  Jamaica,        -         -  .60 

Malcolm,     -     The  Children  of  Persia,  -         -         -  .60 
MiUinger,     -     Turkey    (Peeps    at     Many    Lands 

Series), .55 

Moscrop,      -     The  Children  of  Ceylon,         •         -  .60 

Moule,  -       -     Tufts  and  Tails  (China),         -         -  .25 

Paget,   -       -     The  Story  of  Bishop  Patteson,  -         -  .50 
Scott,    -      -    Twelve  Little  Pilgrims  Who  Stayed 

at  Home,  -----  i.oo 

Smith,  -       -     Eskimo  Stories,      -         -         -         -  -75 

Trumbull,    -     Child  Life  in  Many  Lands,      -         -  i.oo 

Vines,   -       -     An  Indian  Family,         -         -         -  .50 
Waterbury,  -     Around  the  World  with  Jack  and 

Janet,         -----  .40 

Wilson,        -     Good  Bird  the  Indian,   -         -         •  .40 

Wilson,        -     Myths  of  the  Red  Children,    -         •  .45 

Young,        -     Algonquin  Indian  Tales,         -         -  1.25 

Zwemer,      -     Topsy-Turvy  Land,        •        •        '  '15 


2,  For  Readers  ij  to  16  Years  of  Age 

Banks,  -  -  Heroes  of  the  South  Seas,       -        -  1.25 

Barnes,  -  Pip  and  Co.,          -         -        •        -  .60 

Berry,   -  -  Bishop  Hannington,        ...  i.oo 

Bunker,  -  Soo  Thau  (Burmah),       -         -         -  i.oo 

Chamberlain,  In  the  Tiger  Jungle,       -         -        -  i.oo 

Claude,  -  Heroes  of  the  Missionary  Enterprise,  1.50 


In  the  Sunday-School 


119 


Connor, 

Cook,    - 

Eastman, 

Fletcher, 

Forbush, 

Hannington, 

Home, 

Hull,     -      - 

Hughes, 

Lambert, 

Lee, 

Lovett, 

Mathews, 

Paton,  - 

Underwood, 

Young, 

Young, 

Young, 

Young, 


Blaikie, 

Blessing, 

Chamberlain, 

Carhart, 

Connor, 

Dawson, 

Gale,     - 

Gordon, 

Graley, 

Grenfell, 

Hamlin, 

Jackson, 

Jackson, 

Johnston, 

Judson, 

Lee, 

Mason, 


Glengarry  School  Days, 
A  Doctor  and  His  Dog  in  Uganda, 
Indian  Boyhood,    -         -         .         - 
Sign  of  the  Cross  in  Madagascar,     - 
Pomiuk,         „         -         .         -         . 
Peril     and    Adventure    in    Central 

Africa, 

David  Livingstone,  -         .         - 

Judson  the  Pioneer,         ... 
David  Livingstone,  -         _         . 

Romance  of  Modern  Missions, 
When  I  was  a  Boy  in  China,  - 
Tamate  (James  Chalmers), 
Livingstone  the  Pathfinder, 
The  Story  of  John  G.  Paton,  - 
With  Tommy  Tompkins  in  Korea,  - 
By  Canoe  and  Dog  Train, 
My  Dogs  in  the  Northland,     - 
Stories  from  Indian  Wigwams, 
Three  Boys  in  the  Wild  North  Land, 

J.    For  Seniors 

Personal  Life  of  David  Livingstone, 
A  Chinese  Quaker,         .         .         - 
The  Cobra's  Den  (India), 
Masoud  the  Bedouin,      -         -         - 
The  Man  from  Glengarry, 
Heroines  of  Missionary  Adventure,  - 
The  Vanguard,       -         -         -         - 
Life  of  James  Robertson, 
Eminent  Missionary  Women,  - 
Off  the  Rocks,        .... 
My  Life  and  Times, 
Mary  Reed,  -         -         -         . 

Ramona, 

Grenfell  of  Labrador,      -         -         - 
The  Life  of  Adoniram  Judson, 
Chundra  Lela,        .... 
The  Little  Green  God,    - 


125 

•50 
1.60 

1. 00 
•75 

.40 

•50 

•50 

•75 
1.50 

•75 

1-25 

•SO 
1. 00 

1-25 

1.25 
1.25 

1.25 

125 


1.50 

1.50 
1. 00 

.60 

1-50 
1-50 
150 
^•5o 

•50 

I.  GO 
1.50 

•75 
1-25 

.75 
1-25 

•50 

•75 


120       The  Why  and  How  of  Missions 

Mowry,  -  Marcus  Whitman,           -         -         -  1.50 

Miner,-  -  Two  Heroes  of  Cathay,  -         -         -  i.oo 

Noble,  -  -  Ewa,  a  Tale  of  Korea,    -         -         -1.25 

Paton,  -  -  Autobiography  of  John  G.  Paton,     -  1.50 

Steiner,  -  The  Mediator,        -         -         -         -  1.50 

Stewart,  -  Life  of  Sheldon  Jackson,          -         -  2.00 

Taylor,  -  Pastor  Hsi :  Scholar  and  Christian,  i.oo 

Walsh,  -  Heroes  of  the  Mission  Field,  -         -i.oo 

Walsh,  -  Modern  Heroes  of  the  Mission  Field,  i.oo 

Williams,  -  Missionary  Enterprise  in  the  South 

Seas, 1.25 

Young,  -  On  the  Indian  Trail,       -        -        -  i.oo 


/J..     For  General  Readers 

Allen,    -       -  Home  Missions  in  Action,       -         •  .50 

Barnes,         -  The  New  America,          -         -         -  .50 

Barnes,        -  Two   Thousand   Years  of  Missions 

Before  Carey,     -         -         .         .  1.50 

Baron,  -       -  The     Ancient    Scripture    and    the 

Modern  Jew,      -         -         -         -1.25 

Barton,        -  Human  Progress  Through  Missions,  .50 

Barton,         -  The  Missionary  and  His  Critics,      -  i.oo 

Barton,         -  The  Unfinished  Task,     -         -         -  .50 

Beard,  -       -  The  Story  of  John  Frederic  Oberlin,  1.25 

Betts,    -       -  The  Leaven  of  the  Great  City,         -  1.50 

Booth,  -       -  After  Prison — What?      -         -         -  1.25 

Brain,   -       -  Love  Stories  of  Great  Missionaries,  -  .50 

Bush,    -       -  Goose  Creek  Folks,         -         -         -  i.oo 

Butterfield,  -  The  Country  Church  and  the  Rural 

Problem,  -          -         -         -         -  i.oo 

Calkins,       -  The  Victory  of  Mary  Christopher,   -  .25 

Calkins,        -  Two  Wilderness  Voyagers,      -         -  .50 

Clark,   -       -  The  Gospel  in  Latin  Lands,    -         -  .60 

Connor,       -  Black  Rock,           -         -         -         -  .50 

Connor,        -  The  Sky  Pilot,        -         -         -         -  .50 

Craig,   -       -  America :  God's  Melting  Pot,           -  .25 

Crowell,       -  The  Call  of  the  Waters,           -         -  .50 

Duncan,       -  Dr.  Grenfell's  Parish,      -         -         -  i.oo 

Duncan,       -  Higgins :  A  Man's  Christian,           -  .50 


In  the  Sunday-School 


121 


Blue  Grass  and  Rhododendron,       -  1.75 
The   Little  Shepherd   of  Kingdom 

Come,        .....  1.50 

Winners  of  the  World  During  Twenty 

Centuries,           -         -         -         -  .60 

Those  Black  Diamond  Men,    -         -  .50 

Heroes  of  the  Modern  Crusades,      -  1.50 
Missionary     Expansion     Since    the 

Reformation,      -         -         -         -  1.25 

Down  North  on  the  Labrador,          -  i.oo 

Under  Our  Flag,   -         -         -         -  .50 

Down  in  Water  Street,    -         -         -  i.oo 
Via  Christi :  the  Beginnings  of  Mis- 
sions,        .....  .60 

The  Burden  of  the  City,          -         -  .50 

Little  Citizens,       -         -         -         -  .50 

Mormonism,  the  Islam  of  America,  .50 

The  Child  in  the  Midst,           -         -  .60 
Gloria  Christi :  Missions  and  Social 

Progress, .60 

Sons  of  Vengeance,         -         -         -  1.50 

The  Bishop's  Conversion,        -         -  1.50 

Home  Missions  Striking  Home,        -  .75 

Life  of  Robert  McAll,     -         -         -  1.50 

Our  People  of  Foreign  Speech,         -  .50 

The  Making  of  a  Country  Parish,    -  .50 

The  King's  Highway,     -         -         -  .50 

Western  Women  in  Eastern  Lands,  .60 

The  Appeal  of  Medical  Missions,     -  i.oo 
The  Evangelization  of  the  World  in 

This  Generation,         -         -         -  i.oo 

The  Present  World  Situation,           -  i.oo 

Miracles  of  Missions  (four  series),    -  i.oo 

PoUyanna,     -         -         -         -         -  1.25 

Rauschenbusch,  Christianizing  the  Social  Order,     -  1.50 

Rauschenbusch,  Christianity  and  the  Social  Crisis,  .60 

Raymond,    -     The  King's  Business,      -         -         -  .60 

Riis,      -       -     How  the  Other  Half  Lives,     -         -  1.25 

Riis,      -       -     The  Battle  with  the  Slums,      -         -  2.00 

Spargo,        -     The  Bitter  Cry  of  the  Children,       -  1.50 


Fox,      - 

Fox,     - 

Gardner, 

Gibbons, 

Gilliat, 

Graham, 

Grenfell, 
Guernsey,    • 
Hadley, 
Hodgkins,    • 

Horton, 
Kelly,   -       . 
Kinney, 
Labaree, 
Lindsay, 

Malone, 

Maxwell, 

McAfee, 

McAll,  -       - 

McLanahan, 

Mills,    -       - 

Montgomery, 

Montgomery, 

Moorshead, 

Mott,    - 

Mott,  - 
Pierson, 
Porter,  - 


122       The  Why  and  How  of  Missions 


Speer,   - 

The  Light  of  the  World, 

Steiner, 

Against  the  Current, 

Strong, 

Expansion, 

Strong, 

Our  Country  and  the  New  Era, 

Taylor, 

Hudson  Taylor  in  Early  Years, 

Taylor, 

In  the  Far  East,     -         .         .         - 

Taylor, 

Italy  and  the  Italians,     - 

Thoburn,     - 

My  Missionary  Apprenticeship, 

Thompson,  - 

A  Century  of  Jewish  Missions, 

Tippy, 

The  Church  a  Community  Force,    - 

Trumbull,    - 

Old  Time  Student  Volunteers, 

Ward,   -       - 

Social  Evangelism, 

Wells,   -       - 

Conservation  of  National  Ideals, 

Whipple, 

Lights  and  Shadows  of  a  Long  Epis- 

copate,        

Whitley,      - 

Missionary     Achievements     During 

Nineteen  Centuries,     - 

Williamson, 

The  Healing  of  the  Nations,    - 

Wilson, 

The  Church  at  the  Center, 

Young, 

James  Evans,  Apostle  of  the  North, 

.60 

1. 00 

•75 
2.25 

1-25 
1.50 

1.50 
1. 00 

•50 
1. 00 

.50 
•SO 

2.50 

I. GO 

•50 

•50 
1.25 


Antin,  - 

Gould, 

Grose,  - 

Guernsey, 

McLeod, 

Riis, 

Steiner, 

Steiner, 


Caswell,  - 
Jackson, 
Johnston, 
Leupp,  - 
Young, 


J.     Mission  Fields  and  Tasks 
Immigration 

.     The  Promised  Land, 

■  America  :  God's  Melting  Pot, 
.     The  Incoming  Millions, 

.  Citizens  of  To-morrow, 

.  The  Heart  of  the  Stranger, 

-  Making  of  an  American, 

.  On  the  Trail  of  the  Immigrant, 

•  The  Immigrant  Tide,     - 

American  Indian 

Our  Life  Among  the  Iroquois,  - 

■  A  Century  of  Dishonor,  - 
Indian  and  Spanish  Neighbors, 

■  In  Red  Man's  Land, 

•  Children  of  the  Forest,   • 


1.75 
1.50 

•50 
•50 

I-50 
i-So 
1.50 


^•5o 
1.50 

.50 

•50 

1.25 


Jessup, 

Van  Sommer, 

Zwemer, 

Zwemer, 


In  the  Sunday-School 

Mohammedan 

Kamil,  a  Convert  from  Islam, 
Our  Moslem  Sisters, 
Islam,  A  Challenge  to  Faith,  - 
The  Nearer  and  the  Farther  East, 


123 


i.oo 

1.00 
.60 


Negro 

Baker,  -       -  Following  the  Color  Line, 

Douglass,     -  Christian     Reconstruction     in    the 

South, 

Hammond,  -  In  Black  and  White, 

Helm,   -       -  From  Darkness  to  Light, 

Washington,  Up  From  Slavery, 

Weatherford,  Present  Forces  in  Negro  Progress,    - 


2.00 

1-50 
1.25 

•50 
1-50 

•50 


Africa 

Crawford,  -  Thinking  Black,     -         .         -         . 

Fisher,  -  -  On  the  Borders  of  Pigmy  Land, 

Hotchkiss,  -  Sketches  from  the  Dark  Continent,  - 

Jack,     -  -  Daybreak  in  Livingstonia, 

Milligan,  -  The  Fetish  Folk  of  West  Africa, 

Milligan,  -  The  Jungle  Folk  of  Africa,       - 

Parsons,  -  Christus  Liberator, 

Springer,  -  Snap  Shots  from  Sunny  Africa, 

Stewart,  -  Dawn  in  the  Dark  Continent,  - 

Stock,   -  -  The  Story  of  Uganda,     - 

Verner,  -  Pioneering  in  Central  Africa,  - 

Watson,  -  In  the  Valley  of  the  Nile, 

Wilder,  -  Robert  Moffat,        .... 

Zwemer,  -  The   Unoccupied   Fields   of  Africa 

and  Asia, 


2.00 

1-25 
1.00 

1-50 
1.50 

1-50 
.60 

1.00 

2.00 

1.00 

2.00 

1.00 

•30 
•75 


Alaska 

Arctander,  -    The  Apostle  of  Alaska, 
Willard,       -     Kind-da  Shon's  Wife, 
Young,         -     Oowikapun,  . 


150 
1.00 
1.00 


124       T^^  Why  and  How  of  Missions 


Arabia 

Young,         -     Children  of  Arabia, 

Zwemer,       -     Arabia,  the  Cradle  of  Islam,    - 

Brazil 
Tucker,       -     The  Bible  in  Brazil, 

Burma 

Bunker,        -     Sketches  from  the  Karen  Hills, 
Cochrane,    -     Among  the  Burmese, 


Beach,  - 
Bell,      -       - 
Brown,  A.  J., 
Brown,  A.  J., 
Bryson, 
Bryson, 
Burton, 
Burton, 
Condit, 
DeGruche,  - 
Geil,     -       - 
Gilmour, 
Headland,   -. 
Miner,  - 
Moule,  - 
Osgood, 
Ross,     - 
Smith,  - 
Smith,  - 
Smith,  - 
Smith,  - 
Thompson,  - 


Gumming, 


Chi7ia 

Dawn  on  the  Hills  of  Tang,    - 

The  Chinese  at  Home,    -         -         - 

New  Forces  in  Old  China, 

The  Chinese  Revolution, 

Home  Life  in  China, 

John  Kenneth  MacKenzie, 

Notable  Women  of  Modern  China,  - 

The  Education  of  Women  in  China, 

The  Chinaman  as  We  Saw  Him, 

Dr.  Apricot  of  Heaven  Below, 

A  Yankee  on  the  Yangste, 

Among  the  Mongols, 

China's  New  Day, 

Chinese  Book  of  Martyrs, 

Young  China,         .... 

Breaking  Down  Chinese  Walls, 

The  Changing  Chinese,  - 

China  and  America  To-day,    - 

Chinese  Characteristics, 

Rex  Christus,  .         -         .         - 

Village  Life  in  China,     - 

Griffith  John :  Fifty  Years  in  China, 

Fiji 
At  Home  in  Fiji,    -         -         -         - 


.60 

2.00 


1.25 


1. 00 
1.25 


•50 

1-50 

•75 
1. 00 

1-25 
1.25 
125 
1. 00 

125 
.60 

1. 00 
1. 00 
2.40 

1-25 
2.00 
.60 
2.00 
2.00 


1.25 


In  the  Sunday-School 


125 


Mackay, 


Brain, 


Abbott, 

Carmichael, 

Carmichael, 

Cowan, 

Chamberlain, 

Clough, 

Denning, 

Dyer,    - 

Farwell, 

Fuller   - 

Griffin, 

Holcomb, 

Jones,    - 

Lucas,  - 

Mason, 

Nichols, 

Ramabai, 

Rhea,   - 


Bacon,  - 
Brain,    - 
Burton, 
Davis,   - 

Griffis,  - 
Griffis,  . 
Gulick, 
Hardy, 

Little,  - 
Little,  . 
McDonald, 


Formosa 
From  Far  Formosa, 

Hawaii 
The  Transformation  of  Hawaii, 

India 

The  Stolen  Bridegroom, 
Over  Weights  of  Joy, 
Things  as  They  Are, 
Education  of  Women  in  India, 
The  Kingdom  in  India,  - 
While  Sewing  Sandals,    - 
Mosaics  from  India, 
Pandita  Ramabai,  -         -         - 
William  Carey,       ... 
Wrongs  of  Indian  Womanhood, 
Chundra  Lela, 

Men  of  Might  in  Indian  Missions, 
India's  Problem,  -  .  - 
The  Empire  of  Christ,  - 
Lux  Christus,  ... 
Lilavati  Singh,  ... 
High  Caste  Hindu  Women,  • 
Henry  Martyn, 

Japan 

Japanese  Girls  and  Women, 

All  about  Japan,     • 

Education  of  Women  in  Japan 

Joseph  Hardy  Neesima, 

Dux  Christus, 

Verbeck  of  Japan,  • 

Evolution  of  Japan, 

Life  and  Letters  of  Joseph  Hardy 

Neesima, 
The  Lady  of  the  Decoration, 
The  Lady  and  Sada  San, 
Ume  San  in  Japan, 


1.25 


1. 00 


•75 

1. 00 

1. 00 
1.50 

•30 

.50 
1.25 
1.50 

.80 
.60 

•25 

•75 
•30 


125 

I. GO 
I. CO 

.60 
1-50 

2.00 

2.00 
1. 00 
1.00 

.60 


126       The  Why  and  How  of  Missions 


Allen,   - 

Baird,   - 

Bishop, 

Gale,     - 

Gifford, 

Underwood, 

Underwood, 


Mathews,     - 
Costaiu, 


Chalmers, 
Oxenham, 


Paton, 


Montgomery, 
Pierson, 


Wilson, 
Wishard, 


Guiness, 


Korea 

Things  Korean, 

Daybreak  in  Korea, 

Korea  and  Her  Neighbors, 

Korean  Sketches,    - 

Every  Day  Life  in  Korea, 

Fifteen  Years  Among  the  Top  Knots, 

The  Call  of  Korea,  ... 

Madagascar 
Thirty  Years  in  Madagascar,  - 

Manchuria 
Dr.  Arthur  Jackson  of  Manchuria,  - 

New  Guinea 

Autobiography  and  Letters,     - 
White  Fire, 

New  Hebrides 

Letters  and  Sketches  from  the  New 
Hebrides, 

Pacific  Islands 

Christus  Redemptor,       -        -        - 
Pacific  Islanders,    .        -        -        • 

Persia 

Persian  Life  and  Customs,-     - 
Twenty  Years  in  Persia, 

Peru 

Peru,  its  History,  People  and   Re- 
ligion,   


.60 

2.00 
1. 00 

75 


1-75 


1. 00 


1.50 


1.75 


.60 
1. 00 


1.25 
1.50 


2.50 


In  the  Sunday-School 


127 


Philippines 

Brent,   - 
Brown,  A. 
Stuntz,  • 

-  Adventure  for  God, 

J.,    New  Era  in  the  Philippines,     - 

-  The  Philippines  and  the  Far  East,   - 

Porto  Rico 

1. 10 

1-25 
1-75 

Blythe,  - 

-    An  American  Bride  in  Porto  Rico,  • 
Siam 

1. 00 

Curtis,  - 
Freeman, 

-  The  Laos  of  North  Siam, 

-  An  Oriental  Land  of  the  Free, 

South  America 

1.25 

•50 

Beach,  - 
Brown,  - 
Clark,   - 

'    Protestant  Missions  in  South  America, 

-  Latin  America,       .         -         -         - 

-  The  Continent  of  Opportunity, 

Syria 

.35 
1.20 

150 

Jessup,  - 

-    Fifty-three  Years  in  S)rria, 
Tibet 

5.00 

Carey,  - 
Loftus,  - 
Rijnhart, 

•    Adventure  in  Tibet, 

-  A  Message  from  Batang, 

-  With  Tibetans  in  Tent  and  Temple, 

Turkey 

1.50 

.75 
1. 00 

Barton^ 

-    Daybreak  in  Turkey,      .        .        - 

1-50 

Printed  in  the  United  States  of  America 


Date 

Due 

My  5    '38 

'•»/  6     '^. 

1 

f) 

Princeion  Theological  Seminary-Speer  Library 


1    1012  01038  5476 


ill 


^ 


